Traditionally, educational administration is a technology of administrative control that systematically ignores both educational issues and those social and cultural issues that lie at the heart of people's commitment to, or alienation from, educational institutions. These social and cultural inequalities are investigated in a series of essays on educational administration that analyze the consequences of the imposition of an administration conceived as a technology of control. A discussion of alternatives is presented, followed by a brief account of a more adequate model based on contemporary sociology and philosophy of science. Finally, an argument is presented concerning the development of an educational theory of administration that serves the purposes of liberation and justice rather than control and inequity. Sixty-seven references are provided. The following readings complete the monograph: (1) "Educational Administration, the Sociology of Science, and the Management of Knowledge" (R. J. Bates); (2) "Open Schools--Open Society?" (B. Bernstein); (3) "School Knowledge and the Structure of Bureaucracy" (A. Wake); (4) "Knowledge Utilization: Epistemological and Political Assumptions" (D. H. Kerr); and (5) "Scientific Management and Critical Theory in Educational Administration" (P. E. Watkins). Each reading includes references and appropriate tables. An annotated bibliography of key works is provided to guide further reading. (WTH)