Structural isomorphism and the management of consent in education

Abstract

This paper is concerned with the management of consent and the emerging institutional forms which facilitate it. It is argued, first, that disaffected secondary school pupils are increasingly exposed to pupil‐centred pedagogy. Central government, however, must ensure the compliance of teachers for this policy. To this end, a new ‘collaborative’ staff development strategy, reminiscent of human relations management, is being developed. In summary, this represents an emerging isomorphism in the form of collaborative control in Scottish education: that is, a collaborative pedagogy in the classroom for ‘difficult’ pupils; and a collaborative, ‘soft’ managerial strategy on the part of officialdom when trying to structure the commitment of teachers who may be reluctant to effect the new pedagogy. A sub‐theme examines why progressivist pedagogy is now being proposed for some pupils by those who, in the 1970s, were openly critical of it.