Abstract
ABSTRACTMargaret Archer’s concepts of educational centralization and decentralization, developed in her classical study Social Origins of Educational Systems ([1979] 2013), differ from current conceptions in mainstream research where centralization and decentralization are defined as strategies of governance aiming to redistribute decision-making authority and/or is measured by indicators of ‘school autonomy’. Archer’s definitions of centralized and decentralized systems and the currently dominant conceptions are rooted in divergent ontological assumptions. Current research implicitly assumes a flat ontology, an ontology of practice, while Archers concepts of centralized and decentralized systems are based in an ontology of emergence. Her real definition of an educational system, whether centralized or decentralized, which identifies its emergent structures and mechanisms, is superior to current conceptualizations in the sense of having explanatory power. Analyses of recent educational development in Norway employing current mainstream conceptions and an alternative analysis using Archer’s concepts illustrate the greater explanatory power of the latter.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
