Document Type : Qualitative Research Paper
Authors
1
PhD of Educational Administration, Department of Educational Administration and Human Resource Development, Faculty of Education Sciences and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran
2
Professor of Educational Administration, Department of Educational Administration and Human Resource Development, Faculty of Education Sciences and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran
3
Associate Professor of Educational Administration, Department of Educational Administration and Human Resource Development, Faculty of Education Sciences and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran
10.22034/jsa.2024.138532.2438
Abstract
The controversy about "theory" and "theorizing" in educational administration is an old and persistent challenge. In this Ph.D. dissertation, an attempt was made to investigate the purpose and the method of theorizing and exploring its supposed reasons as the two main topics of discussion in this controversy by Foucaultian genealogy. Following the search for the roots, this study led to the discovery of the sources of theorizing, including the scientific power and governmentality, three contrastive discourses of theorizing, and the main dichotomy in the theorizing process of educational administration studies. The discourses were identified and named in three ways: "traditionalism", "consecration of science" and "evolution", and the gaps were called "methodological gap" and "purpose gap". In other words, theorizing in educational management studies from Foucault's point of view as a technology of discipline in the modern era, with regard to conflicting discourses and dichotomous gaps, where it has followed political purposes, is not useful for this field of study, and each theory with a new claim adds more ambiguity and confusion to its theoretical nature.
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