Despite their differences, the USA and the USSR converge in many aspects of one ideology: the ideology of administration, which would convert issues of power and privilege into issues to be resolved by technical experts. This is demonstrated in Michael E. Urban's study of the ideology of administration in the United States and the former Soviet Union. Dr. Urban interviewed some 61 Soviet and American officials and analyzed published and unpublished works in both countries to bring an empirical and comparative perspective to his study. He reveals ways in which the ideology in both countries is still rich in contradictory symbols and shows how modern industrialism is changing traditional thinking about how government works and how power is maintained.

Ideologies in Educational Administration and Leadership explores ideological dimensions of educational administration in a number of Western and Central European contexts as they influence or shape the understanding, analysis, and practice in the field covering a broad range of topics, such as ethics, governance, diversity, and power. The first section, Philosophical and Theoretical Foundations, includes a range of sociological, political and linguistic approaches to examining ideology in an educational context. The second section, Ideologies of Research and Teaching, includes examinations of neoliberal and technological effects on research and teaching, as well as ideological shifts and challenges, in the West and in Eastern Europe. The last section, Contemporary and International Issues, includes critiques of social media, neoliberal impact on schooling, managerial leadership, university ideologies in Finland, the rationalisation of universities, and the impact of administrative ideologies on school systems. The book will appeal to researchers, practitioners, policy-makers, academics, as well as post-graduates in educational administration theory, and related courses in the ethics and politics of education, educational leadership, and organisational studies.

In this fascinating account, the author examines the politics of federal education policy through the lens of the most recent reauthorization of the Elementary and Secondary Education Act (ESEA). Using the epic battle that spanned two Congresses and two presidential administrations, this book illustrates the new dynamics of political interactions and policy formulation as they affect public education issues. Highlighting the polarization between the two parties and how it affected the outcome of the bill, this book: explains why President Bush succeeded in passing an expansive education bill, No Child Left Behind, and President Clinton failed to do so; describes the changing institutional relationships and shows why practitioner groups were largely left out of the process; reveals how leaders in the House and Senate were able to compromise on provisions like testing, choice, and accountability; and reframes the analysis of the changed political and institutional environment in which education policy decisions will be made in the new century.

This collection explores the political philosophy and theory foundations for educational administration and leadership as they influence our understanding, analysis and practice in the field. The first section, "Political Philosophy: The Foundations," discusses the work of such writers as Machiavelli, Kant and Hegel, Hayek, Habermas, and Bourdieu as their theories apply to the educational context. The second section, "Political Analysis: The Critique," examines various types of political analyses, such as the politics of the policy process, minority politics, civil society, micro-politics, community politics, and cosmopolitan theory. The last section, "Current Political Controversies: The Practice," addresses current topical issues of a political nature, including the serving of the state economic agenda, the democratisation of educational organisations, the neo-conservative agenda, and globalisation. The broad international perspective from which these topics are covered makes this volume an excellent addition to the fields of educational leadership, organizational studies, and educational administration theory.

From its obscure beginning as a system for organizing machine shops, Scientific Management has grown into the major technocratic ideology of the twentieth century. Its development and international diffusion have influenced industrial productivity, the social fabric of industrial society, and even the nature of government. In this study of the movement's growth, Merkle compares the writings of the American, German, French, British, and Soviet vanguards of Scientific Management and finds that those who advocated efficiency engineering were considerably more than pragmatists seeking immediate technical solutions to production problems. Rather, they were visionaries who sought to reconcile class conflict, restructure government, and create a universal technocratic utopia by achieving efficient mass production and rationalized distribution. The call for a "mental revolution," which permeates their writings, found sympathizers among capitalists and socialists alike; that revolution affected not only the structure of modern industrialism but also the organization of the state itself. This title is part of UC Press's Voices Revived program, which commemorates University of California Press's mission to seek out and cultivate the brightest minds and give them voice, reach, and impact. Drawing on a backlist dating to 1893, Voices Revived makes high-quality, peer-reviewed scholarship accessible once again using print-on-demand technology. This title was originally published in 1980.