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This edited book collection disrupts received notions of
educational leadership, culture and diversity as currently
portrayed in practice and theory. It draws on compelling studies of
educational leadership from the global north and south, as well as
from a range of ethnic, religious and gendered perspectives and
critical research approaches. In so doing, the book powerfully
challenges contemporary leadership discourses of diversity that
reproduce essentialising leadership practices, binary divisions and
asymmetrical power relations. The various chapters contest and move
beyond exhortations for leadership in increasingly diverse
societies; revealing through their rich portraits of the hybridity
of leadership practice, the shallowness of diversity discourses
that are framed as something "we" (the culturally homogenous)
leader do to (heterogenous) 'others'. The volume is more than
critique. Instead it offers readers new directions and
possibilities through which to understand, theorise and practise
educational leadership in the twenty first century. In portraying
leading as a "relational practice in contexts of cultural
hybridity" (Blackmore, this volume), it extends critical theories
for and of leadership practice, examining the intersectionality
between leadership and a range of social categories, and
challenging notions of leadership as a singular construct.
Compelling research narratives reveal educational leadership
practice as nuanced, temporal, site specific and prefigured by
traditions and cultural understandings that reach beyond a
simplification of educational leadership as understood through
unitary lenses of race, gender or ethnicity. This book is essential
reading for academics and students of educational leadership and
management, as well as administrators.
This edited collection presents several research projects which
examine issues concerning professional development, professional
learning, and the 'Education for All' (EfA) ethos. The overall aim
of the book is threefold: firstly, to explore the consequences for
the education profession of EfA, and how professional development
and professional learning may be made manifest as part of an EfA
practice. Secondly, to examine how EfA practices intersect with
theoretical notions of EfA. Finally, to explore how this
intersection of theory and practice is rooted in different
(Anglo-American, Continental and Northern European) traditions and
contexts, and their implications for professional development and
learning in education. Underpinning these three foci is a key
principle of education as a human right in terms of participation,
information and capacity building, regardless of people's ethnic,
cultural and religious backgrounds and/or physical and intellectual
capacities. This book illustrates the complex conditions created in
the nexus of social justice, EfA and professional development. The
contributions highlight the educative nature of
multi-relationships. In so doing, tensions, opportunities for
learning, and the power relationships associated with professional
development emerge, providing a resource for learning about good
educational practice, authentic social justice practice, and
genuine professional learning. This book was originally published
as a special issue of Professional Development in Education.
This edited collection presents several research projects which
examine issues concerning professional development, professional
learning, and the 'Education for All' (EfA) ethos. The overall aim
of the book is threefold: firstly, to explore the consequences for
the education profession of EfA, and how professional development
and professional learning may be made manifest as part of an EfA
practice. Secondly, to examine how EfA practices intersect with
theoretical notions of EfA. Finally, to explore how this
intersection of theory and practice is rooted in different
(Anglo-American, Continental and Northern European) traditions and
contexts, and their implications for professional development and
learning in education. Underpinning these three foci is a key
principle of education as a human right in terms of participation,
information and capacity building, regardless of people's ethnic,
cultural and religious backgrounds and/or physical and intellectual
capacities. This book illustrates the complex conditions created in
the nexus of social justice, EfA and professional development. The
contributions highlight the educative nature of
multi-relationships. In so doing, tensions, opportunities for
learning, and the power relationships associated with professional
development emerge, providing a resource for learning about good
educational practice, authentic social justice practice, and
genuine professional learning. This book was originally published
as a special issue of Professional Development in Education.
This edited book collection disrupts received notions of
educational leadership, culture and diversity as currently
portrayed in practice and theory. It draws on compelling studies of
educational leadership from the global north and south, as well as
from a range of ethnic, religious and gendered perspectives and
critical research approaches. In so doing, the book powerfully
challenges contemporary leadership discourses of diversity that
reproduce essentialising leadership practices, binary divisions and
asymmetrical power relations. The various chapters contest and move
beyond exhortations for leadership in increasingly diverse
societies; revealing through their rich portraits of the hybridity
of leadership practice, the shallowness of diversity discourses
that are framed as something "we" (the culturally homogenous)
leader do to (heterogenous) 'others'. The volume is more than
critique. Instead it offers readers new directions and
possibilities through which to understand, theorise and practise
educational leadership in the twenty first century. In portraying
leading as a "relational practice in contexts of cultural
hybridity" (Blackmore, this volume), it extends critical theories
for and of leadership practice, examining the intersectionality
between leadership and a range of social categories, and
challenging notions of leadership as a singular construct.
Compelling research narratives reveal educational leadership
practice as nuanced, temporal, site specific and prefigured by
traditions and cultural understandings that reach beyond a
simplification of educational leadership as understood through
unitary lenses of race, gender or ethnicity. This book is essential
reading for academics and students of educational leadership and
management, as well as administrators.
This book aims to help teachers and those who support them to
re-imagine the work of teaching, learning and leading. In
particular, it shows how transformations of educational practice
depend on complementary transformations in classroom-school- and
system-level organisational cultures, resourcing and politics. It
argues that transforming education requires more than professional
development to transform teachers; it also calls for fundamental
changes in learning and leading practices, which in turn means
reshaping organisations that support teachers and teaching -
organisational cultures, the resources organisations provide and
distribute, and the relationships that connect people with one
another in organisations. The book is based on findings from new
research being conducted by the authors - the research team for the
(2010-2012) Australian Research Council-funded Discovery Project
Leading and Learning: Developing Ecologies of Educational Practice.
This book aims to help teachers and those who support them to
re-imagine the work of teaching, learning and leading. In
particular, it shows how transformations of educational practice
depend on complementary transformations in classroom-school- and
system-level organisational cultures, resourcing and politics. It
argues that transforming education requires more than professional
development to transform teachers; it also calls for fundamental
changes in learning and leading practices, which in turn means
reshaping organisations that support teachers and teaching -
organisational cultures, the resources organisations provide and
distribute, and the relationships that connect people with one
another in organisations. The book is based on findings from new
research being conducted by the authors - the research team for the
(2010-2012) Australian Research Council-funded Discovery Project
Leading and Learning: Developing Ecologies of Educational Practice.
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