Are `scientific' theories of educational management compatible with the goals of an education service whose local and individual beneficiaries enjoy autonomy? Recent theories of educational administration are discussed, with particular attention to their implications for social justice and educational diversity. Examples from the work of Elster and others in social-choice theory are applied to problems of resourcing the curriculum and school organization. The potentially contradictory requirements of efficiency and equity raise difficult questions of professional accountability. Resolving them will require effective community participation and collaboration.
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