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Integration and Inequality in Educational Institutions: An Institutional Perspective

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Integration and Inequality in Educational Institutions

Abstract

What are the implications of the enormously increased relevance of education in modern knowledge societies from an institutionalist theoretical perspective? It is stated in classical institutional theory that institutions follow their own logics and externalize negative consequences to other institutions. Education is expected to fulfil the task of social integration of immigrants and the task of compensation of social inequalities. At the same time, educational institutions have to deal with externalities caused by other institutions. Moreover, since universities and schools show elements of garbage-can organizations, capacities for efficient goal attainment and reform are limited anyway. In addition, is argued in the theory of institutional isomorphism that organizational change does not automatically follow criteria of efficiency, but aims at symbolic accordance with institutionalized norms in the environment. Following this perspective, by changing their structures educational institutions do not necessarily solve their problems. Symbolic action and rationality as a myth and ceremony can be one way of responding to the inflation of functions the education system has to fulfil.

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Notes

  1. 1.

    Here it becomes obvious how important ideologies are in the educational system because its programme is, by definition, based on normative concepts of what people should learn in the current society.

  2. 2.

    “Marx und Engels hätten auch schreiben können: Die Geschichte aller bisherigen Gesellschaft ist die Geschichte von Institutionenkämpfen” (Lepsius 1995a, p. 391).

  3. 3.

    The German quote is: “In diesem Beitrag soll gezeigt werden, dass es kaum einen besseren Ort für Gewaltprävention gibt als die Schule, die pflichtgemäß von fast allen Kindern besucht wird” (Melzer and Ehninger 2002, p. 38).

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  1. Institute for Empirical and Applied Sociology (EMPAS), University of Bremen, 28334, Bremen, Germany

    Michael Windzio

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  1. Inst. of Empirical & Applied Sociology, University of Bremen, Wiener Strasse/Celsiustrasse FVG, Bremen, 28334, Bremen, Germany

    Michael Windzio

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Windzio, M. (2013). Integration and Inequality in Educational Institutions: An Institutional Perspective. In: Windzio, M. (eds) Integration and Inequality in Educational Institutions. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6119-3_1

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