How to Take Over Bureaucracies
We have thus far defined the Chicago school system as a bureaucratic structure, described insufficient educational strateshy gies, and discussed some characteristics of bureaucracy which must be considered in the construction of an administrative strategy. Unlike professional, union, parent, or community orshy ganizations, which represent a limited self-interest point of view in opposition to school administrators, the strategy we advocate joins all of these groups in a common movement for change. Unlike parallel institutions which provide education for only a few children, our administrative strategy changes education for all children.
Successful strategies follow from accurate theory. But the construction of a new theory that fits the reality of contemposhy rary America has been slow in developing. As Schaar and Wolin argued:
Over the course of its first ten years, the New Left failed to create the new radical theory beyond both liberalism and socialism which the Port Huron Statement had called for. Although the New Left gradually has moved away from the single-issue, basically reformist outlook of the early sixties over toward a general indictment of the system, that movement was not powered or accomshy panied by an increasingly coherent and comprehensive theory. Rather, it is a mood, a feeling of rage and reshy vulsion, which is increasingly impatient with theory or