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The development of Richard Bates’s critical theory in educational administration

Sun Hyung Park (Department of Administration, Kyong‐Ju University, Korea and Honorary Research Associate, School of Secondary and Post Compulsory Education, University of Tasmania, Launceston, Australia)

Journal of Educational Administration

ISSN: 0957-8234

Article publication date: 1 October 1999

2124

Abstract

For nearly two decades, in the field of educational administration, Bates’s critical theory has been one of the most vigorous challenges to the value neutral approach of traditional theories. He has been a key voice claiming that such theories are ideological and mainly concerned with protecting vested interests and class divisions in society. Despite their theoretical endurance and practical implications, the main ideas advocated by Bates’s critical theory have not been examined seriously in the field. This paper analyses the main ideas of Bates’s critical social theory in three ways. First, the major intellectual influences that shaped Bates’s theory are examined. Second, those areas where Bates and Greenfield shared similar views yet took different approaches are considered. Finally, the main arguments that critics raised against Bates are examined and evaluated.

Keywords

Citation

Hyung Park, S. (1999), "The development of Richard Bates’s critical theory in educational administration", Journal of Educational Administration, Vol. 37 No. 4, pp. 367-388. https://doi.org/10.1108/09578239910285598

Publisher

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MCB UP Ltd

Copyright © 1999, MCB UP Limited

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