TY  - JOUR
AB  - The generally held belief that the extension of participative
administrative arrangements within education systems has necessarily led
to democratic educational reform is critically examined. Although
restructured systems may afford greater community involvement in
educational governance, such involvement is generally bureaucratically
mandated and occurs within a social and political context in which power
relationships, including the relationship of education to other social
spheres, are largely unexamined and remain unaltered. Using the case of
Victoria, Australia, as an example it is demonstrated that versions of
participation in education need not disturb patterns of managerial
control.
VL  - 3
IS  - 2
SN  - 0951-354X
DO  - 10.1108/EUM0000000001948
UR  - https://doi.org/10.1108/EUM0000000001948
AU  - Angus Lawrence B.
PY  - 1989
Y1  - 1989/01/01
TI  - Democratic Participation and Administrative Control in
Education
T2  - International Journal of Educational Management
PB  - MCB UP Ltd
Y2  - 2024/04/25
ER  -