Power and Politics in Schools Day 6 Summer 2004 Valbonne

Types of Authority Weber identified 3 types  Charismatic authority – rests on personal trust or exemplary qualities  Traditional authority – based on status of those exercising authority in past  Legal authority – based on enacted laws Peabody, Blau, Scott  Formal – in the organization, based in positions, rules, regulations  Functional – authority of person, competence  Informal – stems from personal behavior and attributes of individuals

Sources of Power French and Raven  Reward power – ability to influence subordinates by rewarding their desirable behavior; depends on attractiveness of rewards  Coercive power – influence subordinates by punishing them for undesirable behavior  Legitimate power – influence as a result of position  Expert power – influence subordinates on the basis of specialized knowledge or skill

Empowerment Power need not be thought of as a constraining force on subordinates. Empowerment is the process by which administrators share power and help others use it in constructive ways to make decisions affecting themselves and their work.

Empowerment – research evidence Something to be shared by everyone Principals less likely to be coercive Principals less able to rely on position Expertise becomes significant element in power relationships between principal and teacher Empowering teachers in curricular matters related to improving student performance Mid level decisions are what teachers interested in

Theory of Power and Rationality Flyvberg (1998) Power delimits rationality.

Theory of Power and Rationality Flyvberg (1998) Power delimits rationality. Rationality is context-dependent, and the context of rationality is power.

Theory of Power and Rationality Flyvberg (1998) Power delimits rationality. Rationality is context-dependent, and the context of rationality is power. Rationalization presented as rationality is a basic strategy in the exercise of power.

Theory of Power and Rationality Flyvberg (1998) Power delimits rationality. Rationality is context-dependent, and the context of rationality is power. Rationalization presented as rationality is a basic strategy in the exercise of power. The greater the power, the less the rationality of actions.

Theory of Power and Rationality Flyvberg (1998) Stable power relations are more common in politics and administration than antagonistic confrontations.

Theory of Power and Rationality Flyvberg (1998) Stable power relations are more common in politics and administration than antagonistic confrontations. Power relations are constantly being developed and redeveloped.

Theory of Power and Rationality Flyvberg (1998) Stable power relations are more common in politics and administration than antagonistic confrontations. Power relations are constantly being developed and redeveloped. The rationality of power has a much longer history than the power of rationality.

Theory of Power and Rationality Flyvberg (1998) Stable power relations are more common in politics and administration than antagonistic confrontations. Power relations are constantly being developed and redeveloped. The rationality of power has a much longer history than the power of rationality. In open confrontation, power inevitably triumphs over rationality.

Theory of Power and Rationality Flyvberg (1998) Rationality-power relations are more typical of stable power relations than of antagonistic confrontations.

Theory of Power and Rationality Flyvberg (1998) Rationality-power relations are more typical of stable power relations than of antagonistic confrontations. The power of rationality (force of reason) is embedded in stable power relations rather than in confrontational situations.

Interesting thought: Although Bacon’s famous dictum that “knowledge is power” is true, it is also true that “power is knowledge.” Power procures the knowledge that supports its purposes and ignores or suppresses that which does not.

Interesting questions: Is rationality such a weak form of power that organizations built on rationality will fail?

Interesting questions: Under what conditions can democracy and rationality succeed in organizations?

Interesting questions: Does an emphasis on rationality leave us ignorant about how politics and power work in schools?

Interesting questions: Does a democratic emphasis make school participants more vulnerable to manipulation by those in power?

Interesting questions: Are democracy and rationality insufficient ways to solve problems in schools?

The Power Game -Hirschman Exit -- Leave; find another place Voice -- Stay and play; try to change the system Loyalty -- Stay and contribute as expected; be a loyal member