This study of intergovernmental relations in
education explored the nature of school district political
responses to provincial government policies in British
Columbia. Specifically, it examined the practice of a
particular set of political responses (Elkin, 1975):
coalition, socialization of the conflict, making use of a
supraorganization, exchange, co-optation and penetration.
Based on theoretical and empirical studies of
governmental policy making (Doern and Phidd, 1983; Lowi,
1964, 1972; Rowat, 1980; Simeon, 1976) and
interorganizational influence (Elkin, 1975; Rhodes, 1980), a
three dimensional conceptual framework was developed
consisting of policy types, school district types and types
of political response. Ministry policy type was classified
according to !?regulatory! (instructions for school districts
to integrate severly handicapped children into regular
school programs) and “distributive” (guidelines to school
districts for capital expenditure allocations). School
district type was distinguished by school board partisanship
and regional—metropolitan variants. Ultimately, three school
districts were chosen for indepth investigation and
comparative analysis.
This study may be regarded as an academic policy
analysis using a multi-case study methodology. Based on
interviews with key district office personnel and school
trustees, along with document analysis and other evidence,
the study yielded thick descriptions of the operational
characteristics ‘of each political response in action.
This study substantiated the proposition that
political behaviour is characterized by certain patterns or
regularities. However, while the “language” of
organizational response proposed by Elkin (1975) provides
insight and guidance for the study of intergovernmental
relations, it does not appear to be comprehensive. Other
district political responses come into play. Nevertheless,
the findings of this study support Elkin’s proposition that
the political responses of local government organizations
are closely associated with their dependency on
environmental resources.
Application of the multi—case methodology in this
research supports the contention of certain policy
researchers that it is possible to combine intensity of
study with comparative variations of key variables. The
inter—disciplinary nature of this study, along with the
systematic use of different kinds of definitions and the
interactive opportunities associated with “on site”
observation, were found to be very important and necessary
features of this qualitative research.
The findings and conclusions suggest that research
should be undertaken on other typologies of political
influence which were identified in the course of this study.
Incorporation of what organizational theorists refer to as
“resource dependency theory,” or “the political economy
perspective” may aid in examining more comprehensively how
school districts, as special purpose governments, adapt to
provincial government authority.
The study concludes with speculations about the
nature and usefulness of school district political responses
within the context of local-provincial relations in
education. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate
| Identifer | oai:union.ndltd.org:UBC/oai:circle.library.ubc.ca:2429/3159 |
| Date | 11 1900 |
| Creators | Bartunek, Frank Paul |
| Source Sets | University of British Columbia |
| Language | English |
| Detected Language | English |
| Type | Text, Thesis/Dissertation |
| Format | 6626154 bytes, application/pdf |
| Rights | For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use. |
Page generated in 0.0098 seconds