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Challenge to Bureaucracy: The Contemporary Alternative School

DANIEL LINDEN DUKE
The Journal of Educational Thought (JET) / Revue de la Pensée Éducative
Vol. 10, No. 1 (April, 1976), pp. 34-48
Stable URL: http://www.jstor.org/stable/23768730
Page Count: 15
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Challenge to Bureaucracy: The Contemporary Alternative School
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Abstract

As a result of a study of forty alternative schools spread across the eastern half of the United States, the author concluded that contemporary alternative schools represent as much a rejection of how conventional public schools are organized as an indictment of teaching methods and curricular offerings in these schools. While educational history records a variety of "alternatives," few of the precursors of recent alternative schools attempted to alter the administrative structure of schooling. Only in the past decade has the modern faith in the bureaucratic management of education been challenged. The author suggests that the "organizational" dimension of contemporary alternative schools might be more significant historically than their radical pedagogical practices or unusual learning opportunities. D'une étude réalisée sur quarante écoles alternatives dispersées dans la moitié est des Etats-Unis, l'auteur conclut que ces écoles contemporaines représentent autant un rejet de la façon dont les écoles contemporaines représentent autant un rejet de la façon dont les écoles publiques conventionnelles sont organisés, qu'une accusation du programme et des méthodes d'enseignement offerts dans ces écoles. Alors que l'histoire de l'éducation témoigne d'une grande variété d'écoles alternatives, peu d'entre les précurseurs de ces récentes tentatives essaient de changer la structure administrative de leur ensignement. C'est seulement dans la dernière décade que la foi moderne en l'organisation bureaucratique de l'éducation a été contreversée. L'auteur suggère que l'importance de ce caractère structuré des écoles alternatives contemporaines peut être plus significative historiquement que leurs méthodes pédagogiques de base, ou leurs possibilités d'êtude peu courantes.

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