A volume in the series International Perspectives on Curriculum
Series Editor David Scott, Lincoln University - UK This proposal is
for a book about pedagogical leadership that draws upon an
extensive literature base as well as empirical research by the
author in order to examine forms of leadership and management that
promote and instill education for learning and social justice. Its
starting points are to restore and elevate social and moral purpose
in leadership as first-order constructs that have theoretical and
practical implications for existing and potential leader educators.
This is not necessarily an easy thing to do. Asking educators and
researchers of education leadership to define what they consider to
be the core moral values underpinning leadership in educational
settings usually results in some fairly bland, if fundamentally
important statements about putting learners at the heart of
leadership praxis, especially that which occurs in educational
settings. In practice, numerous organisational mission statements
attest to this rhetorical conviction. Yet, it is current policy
contexts that place relations between leaders, teachers, and
learners in contradictory 'moral' positions. Drives to improve
student performance through increased competition in the
market-place, intensified procedures for monitoring and evaluation,
and frenetic commitments to 'change' as overarching leadership
mantras have relegated Sergiovanni's (1998) definition of
pedagogical leadership 'that invests in capacity building by
developing social and academic capital for students and
intellectual capital for teachers' as second, even third order
constructs. This book intends to reverse the process and in doing
so, it will relegate to second order, and by lively debate and
illustrative vignettes, many, though not all of the hegemonic
constructs that are prevalent in current 'managerial' times. This
book will therefore define and challenge a paradox; as governments
express commitment to an educational settlement that minimises
exclusion, widens participation, and promotes 'active' citizenship,
the much heralded vanguards of that settlement - leaders and
managers - are being enjoined to reduce their thinking and action
to technicist 'manoeuvres' (Grace, 2000:236) in which aspirations
towards social justice can become more distant, strangely exotic
even in their expression. As importantly, such technical
manoeuvring is not accompanied by a reduction in leadership and
management tasks and responsibilities. As more is demanded of
organizations and their leaders in terms of responsibilities for
learning in areas of health, sexuality, drug awareness, physical
exercise and nutrition, citizenship, work experience, race
equality, and skills in familial and social caring, questions arise
about the extent to which 'social justice' constitutes a wide
umbrella under which such interests might 'shelter' or whether
social justice is to be considered 'separately' with attendant
dangers to be seen as add-on and therefore potentially marginalized
or distinct from the total enterprise that constitutes education
and learning.
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