ABSTRACT
In the last two chapters we have explored how the prevailing framework of the management of innovation displays only limited consideration of many important issues. Crucial areas such as the control of innovation, the power relationships between teachers and their clients and the implications of innovations for these relationships have been underexplored. Earlier community studies such as the Lynds' classic studies of Middletown (1929) and Middletown in Transition (1937), carried out in the USA in the 1920s and 1930s, showed a keen awareness of these points. They examined the conflicts arising from the introduction of innovations in education and looked at the effect of these within the framework of the local community and its politics.
