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Theorising Identity and Subjectivity in Educational Leadership
Research brings together a range of international scholars to
examine identity and subjectivities in educational leadership in
new and original ways. The chapters draw on a variety of approaches
in theory and method to demonstrate the important new developments
in understanding identity and subjectivity beyond the traditional
ways of understanding and thinking about identity in the field of
educational leadership. The book highlights empirical, theoretical
and conceptual research that offers new ways of thinking about the
work of educational leaders. The authors take critical approaches
to exploring the influences of gender, race, sexuality, class,
power and discourse on the identity and subjectivity formation of
educational leaders. It provides global perspectives on educational
leadership research and researchers and offer exciting new
approaches to theorising and researching these issues. This book
will appeal to researchers, students, and professionals working in
the fields of educational leadership and sociology, and the
chapters within offer readers new perspectives in understanding
educational leaders, their work and their identities.
Jacques Derrida and Jean-Francois Lyotard constitute two of the
most notable figures of poststructuralist thought and philosophy of
the postmodern period. Both worked to reveal instabilities and
uncertainty, and to destabilise assumptions and self-evident
traditions for the purposes of reflection, creativity and
innovative thinking. This significant volume explores the key
concepts central to the work of Derrida and Lyotard in relation to
educational leadership, and reveals how these ideas challenge
existing structures, hierarchies and models of thought. Derrida's
notions of difference and deconstruction, and Lyotard's concepts of
language games, performativity and the differend, are specifically
used to inform provocative and insightful critiques of the
positivist assumptions and knowledge construction in the field of
educational leadership. The book provides concrete examples of the
application of theories to policy, literature and empirical data,
and identifies ideas which continue to impact contemporary
practices of educational leadership and management. Included in the
book: - why bring Derrida and Lyotard to ELMA? - a Lyotardian
politics of the standards movement in educational leadership -
managing performance - witnessing deconstructions of the
leader-follower binary in ELMA - limitations and critiques of
Derrida and Lyotard. This important volume in the series will be of
value to all those working and researching in the field of
Educational Leadership, Management and Administration.
School principals are increasingly working in an environment of
work intensification, high stakes testing, accountability pressures
and increased managerialism. Rather than searching for the latest
leadership fad or best practice model, this book suggests that in
order to better understand these pressures, the work of educational
leadership requires more sophisticated theorisation of these
practices. In so doing, the book draws upon the work of Michel
Foucault to provoke new thought into how the principalship is lived
and disciplined' in ways that produce both contradictions and
tensions for school principals. Amidst claims of a shortage of
applicants for principal positions in a number of Western
countries, what is required are more sophisticated and nuanced
tools with which to understand the pressures and constraints that
face principals in their work on a daily basis. This book provides
a powerful example of theory working through practice to move
beyond traditional approaches to school leadership. Key features of
the book: * Provides a well theorised analysis of leadership
practices * Acknowledges the messy reality of life for school
principals * Provides key insights to the real' work that
principals undertake every day * Examines the production of
principals' subjectivities in education, foregrounding issues of
gender and race * Includes the principals' voices through rich
interview data. The book will be of significant interest to
principals and those working and researching in educational
leadership, including researchers in the field and academics who
teach into educational leadership and administration courses. The
book will also be of great interest to those working with the ideas
of Foucault in education.
An accelerating pattern in Australia and internationally is the
dismantling of public education systems as part of a long-standing
trend towards the modernisation, marketisation and privatisation of
educational provision. Responsibility for direct delivery of
education services has been shifted to contracting and monitoring
under the clarion call of school and leadership autonomy and
parental choice. Part of this pattern is an increasing blurring of
boundaries between the state and private sector, a move from
government to new forms of 'strategic' governance, and from
hierarchy to heterarchy. Challenges for Public Education examines
the educational leadership, policy and social justice implications
of these trends in Australia and internationally. It maps this
movement through early shifts to school-based management in
Australia, New Zealand and Sweden and recent moves such as the
academies programme in England and charter schools in the United
States. It draws on recent studies of a distinct new phase in
Australian school reform - the creation of 'independent public
schools' (IPS) in Western Australia and Queensland - and global
policy moves in public education in order to provide a truly
international dialogue and debate on these matters. This book moves
beyond critique. It innovatively brings together Australian and
international perspectives and a rich range of diverse theoretical
lenses: practice philosophy, feminism, gender, relational, and
postmodernism. As such, it provides a crucial forum for
illuminating alternate ways to conceptualise educational
leadership, policy and social justice as resources for hope.
Theorising Identity and Subjectivity in Educational Leadership
Research brings together a range of international scholars to
examine identity and subjectivities in educational leadership in
new and original ways. The chapters draw on a variety of approaches
in theory and method to demonstrate the important new developments
in understanding identity and subjectivity beyond the traditional
ways of understanding and thinking about identity in the field of
educational leadership. The book highlights empirical, theoretical
and conceptual research that offers new ways of thinking about the
work of educational leaders. The authors take critical approaches
to exploring the influences of gender, race, sexuality, class,
power and discourse on the identity and subjectivity formation of
educational leaders. It provides global perspectives on educational
leadership research and researchers and offer exciting new
approaches to theorising and researching these issues. This book
will appeal to researchers, students, and professionals working in
the fields of educational leadership and sociology, and the
chapters within offer readers new perspectives in understanding
educational leaders, their work and their identities.
Understanding Educational Leadership guides you through critical
perspectives and approaches across the world, taking in the global
north and south, and explores the ways in which educational
leadership is currently understood, theorised, researched, modelled
and practised. The book also covers contemporary issues including
gender, sexual identity and race, as well as topics such as
governance, performativity and corporatisation. It brings together
evidence and ideas that illuminate the power structures and
relations in educational leaders, leading and leadership and helps
you to consider the impact on policy and practice, and to think
about changes needed to mitigate the issues identified. The book
showcases a wide range of theorists, including Bourdieu, Foucault
and Fraser. Its impressive scope includes analyses of collectivist,
neoliberal and historical influences on educational leadership. It
explores forensically leadership styles, with an explicit focus on
distributed, instructional, democratic, autocratic, laissez-faire
and organisational forms. Carefully curated by the editors, the
world-leading contributors draw on their wealth of knowledge about
research and practice to provide you with an overview of
educational leadership today, looking at global research, evidence,
arguments and conceptualisations. Each chapter is written in an
engaging and inspiring way, following a consistent approach to help
you to develop your understanding in each of the areas covered.
Full pedagogical features throughout include chapter summaries, key
questions, case studies, questions for readers and further reading
suggestions with questions on key texts. A companion website
provides links to open-access outputs, research-project outcomes,
and networking seminars, conferences with links to local, national
and global events and connections.
An accelerating pattern in Australia and internationally is the
dismantling of public education systems as part of a long-standing
trend towards the modernisation, marketisation and privatisation of
educational provision. Responsibility for direct delivery of
education services has been shifted to contracting and monitoring
under the clarion call of school and leadership autonomy and
parental choice. Part of this pattern is an increasing blurring of
boundaries between the state and private sector, a move from
government to new forms of 'strategic' governance, and from
hierarchy to heterarchy. Challenges for Public Education examines
the educational leadership, policy and social justice implications
of these trends in Australia and internationally. It maps this
movement through early shifts to school-based management in
Australia, New Zealand and Sweden and recent moves such as the
academies programme in England and charter schools in the United
States. It draws on recent studies of a distinct new phase in
Australian school reform - the creation of 'independent public
schools' (IPS) in Western Australia and Queensland - and global
policy moves in public education in order to provide a truly
international dialogue and debate on these matters. This book moves
beyond critique. It innovatively brings together Australian and
international perspectives and a rich range of diverse theoretical
lenses: practice philosophy, feminism, gender, relational, and
postmodernism. As such, it provides a crucial forum for
illuminating alternate ways to conceptualise educational
leadership, policy and social justice as resources for hope.
Issues of social justice and equity in the field of educational
leadership have become more salient in recent years. The
unprecedented diversity, uncertainty and rapid social change of the
contemporary global era are generating new and unfamiliar equity
questions and challenges for schools and their leaders. In order to
understand the moral and ethical complexity of work undertaken in
the name of social justice and equity in diverse contexts, this
book uses a range of different theoretical tools from the work of
Michel Foucault. Rather than a prescriptive, best practice approach
to leadership and social justice, this book draws on Foucault's
four-fold ethical framework, and specifically, the notions of
advocacy, truth-telling and counter-conduct to critically examine
the leadership work undertaken in case studies in schools in
Australia and England. Our approach makes transparent the ethical
work that leaders in these contexts conduct on themselves towards
creating schools that can address the equity challenges of the
present climate. It illuminates and enables critical analysis of
the moral imperatives shaping the equity work of school leaders
and, in particular, the possibilities for transformative leadership
that can work to create schools and school systems that are more
socially just. Overall, the book's key aims are to: Provide an
innovative and comprehensive theorising of leadership for social
justice in contemporary times; Explicate the utility of key
elements of Foucault's theorising of the ethical self to the domain
of educational leadership; and Provide significant practical
insight into the social justice possibilities of school leadership
in contemporary times through two in depth case studies
Jacques Derrida and Jean-Francois Lyotard constitute two of the
most notable figures of poststructuralist thought and philosophy of
the postmodern period. Both worked to reveal instabilities and
uncertainty, and to destabilise assumptions and self-evident
traditions for the purposes of reflection, creativity and
innovative thinking. This significant volume explores the key
concepts central to the work of Derrida and Lyotard in relation to
educational leadership, and reveals how these ideas challenge
existing structures, hierarchies and models of thought. Derrida's
notions of difference and deconstruction, and Lyotard's concepts of
language games, performativity and the differend, are specifically
used to inform provocative and insightful critiques of the
positivist assumptions and knowledge construction in the field of
educational leadership. The book provides concrete examples of the
application of theories to policy, literature and empirical data,
and identifies ideas which continue to impact contemporary
practices of educational leadership and management. Included in the
book: - why bring Derrida and Lyotard to ELMA? - a Lyotardian
politics of the standards movement in educational leadership -
managing performance - witnessing deconstructions of the
leader-follower binary in ELMA - limitations and critiques of
Derrida and Lyotard. This important volume in the series will be of
value to all those working and researching in the field of
Educational Leadership, Management and Administration.
This book makes the case for the continued and expanded use of
social, critical and political theories in the field of educational
leadership. It helps readers understand educational leadership by
introducing them to a wide variety of theoretical and philosophical
approaches and positions. The book incorporates a rich blend of
ideas and concepts, and compares and contrasts the approaches
discussed. The content largely focuses on four educational
thinkers: Michel Foucault, Judith Butler, Bernard Stiegler and
Karen Barad. The chapters do not cover each thinker's oeuvre
exhaustively, but instead provide a brief overview of his/her
ideas, while also helping readers understand a particular aspect of
the educational leadership discourse. Each chapter also provides
supplementary reading recommendations for those interested in
pursuing these ideas in more depth.
Understanding Educational Leadership guides you through critical
perspectives and approaches across the world, taking in the global
north and south, and explores the ways in which educational
leadership is currently understood, theorised, researched, modelled
and practised. The book also covers contemporary issues including
gender, sexual identity and race, as well as topics such as
governance, performativity and corporatisation. It brings together
evidence and ideas that illuminate the power structures and
relations in educational leaders, leading and leadership and helps
you to consider the impact on policy and practice, and to think
about changes needed to mitigate the issues identified. The book
showcases a wide range of theorists, including Bourdieu, Foucault
and Fraser. Its impressive scope includes analyses of collectivist,
neoliberal and historical influences on educational leadership. It
explores forensically leadership styles, with an explicit focus on
distributed, instructional, democratic, autocratic, laissez-faire
and organisational forms. Carefully curated by the editors, the
world-leading contributors draw on their wealth of knowledge about
research and practice to provide you with an overview of
educational leadership today, looking at global research, evidence,
arguments and conceptualisations. Each chapter is written in an
engaging and inspiring way, following a consistent approach to help
you to develop your understanding in each of the areas covered.
Full pedagogical features throughout include chapter summaries, key
questions, case studies, questions for readers and further reading
suggestions with questions on key texts. A companion website
provides links to open-access outputs, research-project outcomes,
and networking seminars, conferences with links to local, national
and global events and connections.
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