The Discourses of Educational Management

Abstract

This paper attempts to apply the techniques of discourse analysis to some of the key concepts in educational management. It employs a conceptual framework which is informed by management theory and policy studies as well as by the literature on discourse. The central part of the paper considers examples of discursive forms which serve to disguise or conceal the power dimension in educational institutions: these include appeals to ‘learning communities’, ‘transformational leadership’ and ‘participation’. It also examines the significance of discursive shifts from ‘rational’ to ‘emotional’ language in education, drawing on the work of James (2000) and Hartley (1999). The dominant vocabulary of educational management is then related to wider issues of political power. Finally, the paper summarises the value of discourse analysis at three levels of critical interpretation - text, voice and narrative - and suggests that, despite the pervasiveness of managerial discourse, there remains scope for interrogation and challenge.