ORGANIZATIONAL COORDINATION AND CONTROL: AN EXAMINATION OF MYTH AND CEREMONYJon CappelloEDU 5231 Theories of Educational Organization and Administration

Articles

Meyer, J.W., Rowan, B. (1977). Institutionalized organizations: Formal structure as myth and ceremony. American Journal of Sociology, 83(2), 340-363.

Meyer, H.-D., (2006). The rise and decline of the common school as an institution: Taking “myth and ceremony” seriously (Chapter 4). In H.-D. Meyer and B. Rowan (Eds.). The new institutionalism in education (pp. 51-66.). Albany, NY: State University of New York Press

Article 1 Article 2

Article 1: Institutionalized organizations: Formal structure as myth and ceremony

Macro, post-industrial examination of institutions adoption of myth and ceremony, broad application to a broad range of organizations.

Purports that Institutional rules function as myths which organizations incorporate, gaining legitimacy, resources, stability and enhanced survival prospects.

Highly theoretical article, focus will be placed on Education examples.

Prevailing theories of Formal Structures Blueprint for activities which includes, above

all, a hierarchy/ bureaucratic overview: ...listing offices, departments, positions and programs Are thereby linked explicit goals and policies Rational theory of how, why activities are linked

Bureaucratic (standard model of educational orgs.) are thought to be most effective and rational means to standardize and control sub units.

Origins of Institutional Myths “Bureaucratization is caused in part by the

proliferation of rationalized myths in society, and this in turn involves the evolution of the whole modern institutional system.”

...The laws, the educational and credentialing systems, and public opinion then make it necessary or advantageous for organizations to incorporate the new structures.

... organizational forms perpetuate themselves by becoming institutionalized rules (see education quote p. 348).

Impact

Ceremonial criteria of worth and ceremonially derived production functions are useful to organizations: they legitimate organizations with internal participants, stockholders, the public and the state

Stabilization: (p.351) Support is Guaranteed by agreements instead of depending entirely on performance. Whether schools educate students...people and governmental agencies remain committed to these organizations, funding and using them almost automatically year after year.

Impact continued...

....collectively granted monopolies guarantee clienteles for organizations like schools. The taken for granted (and legally regulated) quality of institutional rules makes dramatic instability...unlikely.

American schools...conform to wider rules about proper classifications and credentials of teachers and students, and of topics study. Protected by rules which make education compulsory. Alternative or private schools are possible, but must conform so closely to the required structures and classifications to be able to generate little advantage.

Organizational Success and Survival In the US schools...show considerable

ability to survive, precisely because they are matched with-and almost absorbed by- their institutional environments (p.352)

...Schools...must transport students to and from school under some circumstances and must assign teachers, students and topics to classrooms (p. 353)

Some important connections... The more an organizational structure is derived

from institutionalized myths, the more it maintains elaborate displays of confidence, satisfaction, and good faith, internally and externally (p. 358)

Ceremonial inspection and evaluation...public assertions of societal control which violate the assumption that everyone is acting in competence and good faith. Violating this assumption lowers morale and confidence. Thus, evaluation and inspection undermine the ceremonial aspects of organizations. (359)

Organizational control efforts, especially in highly institutionalized contexts, are devoted to ritual conformity, both internally and externally. (361).

Article 2

What makes an Educational Institution? Group input

Myth of the “common school”: ...the common school is inclusive, equitable, assimilative, preparing students for participation in civic life.

Comparison: Common School vs. Bildung

American model Social inclusion, moral

consensus Create better citizens for a

republic Tools: tax supported schools,

Protestant values, 3 Rs Promoted by egalitarian,

urban, middle class intellectuals

Blunt in improving the quality of learning

German model Cultural self education Self perfecting the

individual Tools: Arts and Sciences Promoted by German

Artists, Philosophers Education quality,

comprehensiveness, indifferent to social condition of people

Common School Bildung Model

Goal of the Common School

•Assimilate children from otherwise diverse and heterogeneous groups (both socio economically and religious), making the school the engine of the construction of civic community (p. 55)

•Shift in school systems: from the loose, unregulated, decentralized (yet reasonably effective system). Reformers promoted a uniform, wall-to-wall system, supported through a system of taxation, secularization, centralization. (p. 57)

•Protestant hegemony, combined with egalitarianism defines school as the engine of social progress, the instrument to transform nominal democracy into real democracy. (p.59).

Common School Myth Erosion

The common school rested on key pillars of:1.Socio Economic inclusion2.Moral inclusion3.Religious inclusion4.Cultural assimilation5.Civic assimilation

Signs of erosion... (see examples p. 60)

Loss of Mission (see quote) p. 61 & Going through the motions....this lack of mission and of a homogenous basis makes itself felt the older and more independent the students become. By the time they reach high school, the American school turns, for many, into a custodial institution.

Conclusions

American public school is a core institution in American (North American) society, embedded with grand narratives: social inclusion, opportunity for all.

Represents faith in social progress (Status maintenance, Status reversal), master mechanism for opportunity and advancement

Political and Symbolic importance of the institution is hard to overstate

As beliefs weaken as people, one by one, stop seeing the school common, inclusive, launch pad, as they demand choice and control over their children's education..the myths crumble and so does the institution. If people keep coming, it may be more due to tradition and habit than conviction or faith.

Questions and activities!

See the prezi/video: http://prezi.com/fukudnlhgrgj/myth-and-c

eremony-in-education/

In 2 groups, create a picture of the myths and ceremonies that characterize and take place in Canada’s academic institutions. Consider elementary, secondary and post secondary institutions.