Abstract
This paper examines two normative interpretations, professionalism and democracy, for recent work that argues against bureaucratic control of schooling and in favor of such reforms as decentralized management, a team approach to school operation, and more autonomy for teachers. It argues that a democratic conception is both distinguishable from and preferable to a conception of teachers as professionals. However, this view can only be sustained by an understanding of democracy that emphasizes discursive decision making in local educational communities and deemphasizes the location of political sovereignty in legislative bodies.
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