Changing Views On Change

This book reviews and challenges the current literature on change management, encouraging its readers to question and investigate popular thinking, drawing best practice out of traditional theory.

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First published in 1996. In keeping with the other volumes in the Current Issues in Criminal justice series, this anthology is a prime example of joining readability and scholarship. Editor Otwin Marenin has thoughtfully commissioned and compiled an excellent group of essays on the role of police in changing societies by a very knowledgeable group of scholars. Moreover, Marenin has added substantially to the collection through his own insightful contributions.

This collection addresses concepts and theories of change, contexts and functions of reform discourses, and fields of change in educational research. It examines a wide variety of issues such as girls’ education in France, educational neuroscience, the professionalization in Child Protection, and mathematics discourses. It pays attention to the pervasiveness of crisis rhetoric in American Education Research, to the current university climate, and to perspectives for teacher education. The volume presents in-depth studies that integrate the perspective of history and philosophy of education. Educational research has been typically carried out within a discourse of change: changing educational practice, changing policy, or changing the world. Sometimes these expectations have been grand, as in claims of emancipation; sometimes they have been more modest, as in research as a support for specific reforms. This book explores the answers to such questions as: Are these expectations justified? How have these discourses of change themselves changed over time? What have researchers meant by change, and related concepts such as reform, improvement, innovation, progress and the new? Does this teleological and hopeful discourse itself reflect a particular historical and national/cultural point of view? Is it over promising for educational research to claim to solve social problems, and are these properly understood as educational problems? In doing so, it challenges prevailing ideas about the application of philosophy and history of education, and demonstrates the relevance of philosophical and historical approaches for the practice and theory of education and for educational research. This publication, as well as the ones that are mentioned in the preliminary pages of this work, were realized by the Research Community (FWO Vlaanderen / Research Foundation Flanders, Belgium) Philosophy and History of the Discipline of Education: Faces and Spaces of Educational Research.

The literature on Change Management works from the premise that management possesses the power to achieve change and this is evident in that resistance is little more than a footnote in most textbooks. This assumption sits uneasily, however, with the high failure rate of Change Management interventions. This book seeks to explain this paradox by providing a critical ‘relational’ approach towards Change Management. What would a book on Change Management look like that takes resistance seriously? This book attempts precisely this by exploring how resistance is as much a part of change as the strategies of those that seek to enact it. The findings are drawn from a qualitative study of organizational transformation in a Local Government Authority in the UK. Its detailed empirical insights enable readers to explore organizational change from many different perspectives considering issues such as the strategic use of metaphor and counter-metaphors; management and employee resistance; organizational politics and cynicism. It will be of interest to researchers, academics, and students interested in change management, organizational studies, human resource management, and critical management studies.