Bureaucratic Order and Special Children: Urban Schools, 1950s–1960s
The character of the urban school has been shaped by the processes of democracy, law, bureaucracy, professionalism, and the market. These identify important but very different rule regimes, each with its own “action logic.”1 The concurrent exercise of these diverse regimes—not moderated by a common culture—implies conflict in the urban school’s organizational evolution. Other difficulties are implied by the heterogeneity of the common school and job market transformations as well as by political pluralism.
KeywordsUrban School Regular Classroom Special Child School Authority Basic Track
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