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1.
Trump’s vow to ‘make America great again’ seeks to usher in a policy agenda reminiscent of an era that served as a boon to the rich while devastating poor, working-class, Americans, particularly people of color. His education policy and budget blueprint prove no exception, signalling troubling priorities for those who value strong public institutions, civil rights, and investments in public schools. In this essay, I argue that the current political moment requires an educational leadership committed to making America’s schools great now by reclaiming public schools as pillars of democracy through resistance, taking a stand on issues, and actively leading change. I conclude with calls to (a) resist efforts to dismantle education as a public good, (b) reclaim a vision of education grounded in equality, liberation, and justice, and (c) revolutionise how education leadership is conceptualized, practiced, and sustained.  相似文献   

2.
Corporatising school leadership through hysteresis   总被引：1，自引：0，他引：1  
This article builds on the established notion that schools are hierarchised through policy, accruing different amounts and types of symbolic capital, by examining how this is reflected in the habitus of the leaders of new, privileged school types. The article uses Bourdieu’s concept of hysteresis, or a dislocation between the habitus which formerly produced success in the field and the habitus currently necessary following changes in field conditions. Using crafted narrative accounts from two headteachers, I argue that rather than simply being an effect of change, hysteresis may be an actively sought outcome whereby the state intervenes in a field – education – to deprivilege welfarist leaders and privilege corporatised leaders through structurally facilitating their habitus and mandating its dispositions for the field. However, insofar as deprivileged actors may draw strength and an identity from rejecting corporatisation, the concept of hysteresis must be extended to include notions of agentic dissidence.  相似文献   

3.
The number and range of school types in England is increasing rapidly in response to a neoliberal policy agenda aiming to expand choice of provision as a mechanism for raising educational standards. In this paper, I seek to undertake a mapping of these school types in order to describe and explain what is happening. I capture this busy terrain from different perspectives: legal status; curricular specialism; pupil selection; types of academy; and school groupings. The mapping highlights the intersections between the current reform agenda and the historical diversity within the English school system to show the dialogue between past and present. Borrowing the geological metaphors of faulting and folding, I argue that long-established school types are not buried under sedimentary layers of reform, but are thrust into the present where they are discursively re-imagined through neoliberalism. Finally, I conceptualise the landscape holistically through the lenses of locus of legitimacy and branding, where I argue that current structural diversification policies enable the enactment of interests other than educational through transferring responsibility for education and related assets away from public and towards corporatised or religious actors and institutions.  相似文献   

4.
In this article, I argue that we are witnessing a new phase or ‘theory turn’ in the field of educational leadership. These more critical perspectives in the field of educational leadership have typically been marginalised by the larger body of orthodox approaches due to a perceived lack of focus on best practice and ‘what works’ discourses, and especially in recent years with the rise of the school effectiveness and improvement movement. However, critical perspectives in educational leadership constitute an essential and vibrant part of educational leadership scholarship and discourse. Drawing on Michel Foucault's notion of discourse, through this article, I examine how critical perspectives have been constituted historically, with some of the main themes of research. This foregrounding also highlights a number of limitations with more orthodox and hegemonic leadership discourses. I identify a number of key writers in the field and situate them in the current theory turn, that is, an emphasis of theoretically informed research that have been prolific over the last 5–10 years.  相似文献   

5.
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6.
This paper investigates the educational philosophy and practices of Achimota School, which was established in the Gold Coast Colony (the southern part of today’s Ghana) in 1927 as the governmental model school for leadership education. Achimota’s education aimed to develop leaders who were ‘Western in intellectual attitude’, ‘African in sympathy’. To fulfil this objective, Achimota attempted to develop a curriculum that took into account the sociocultural background of African students while trying to provide an education on a par with that available at English public schools. The paper first examines the discourse surrounding the establishment of a model secondary school for African leadership, which involved diverse groups of people – colonial officials, missionaries, European educationists, traditional chiefs and African nationalists – and then reviews the relevant educational philosophies of the twentieth century. Finally, the paper describes the Achimota education as experienced by students, a mixed product of English public school tradition and ‘African tradition’. Regardless of the efforts to balance the two ‘traditions’, what was actually created was a new Achimota culture that selected essences from different ‘traditions’ and remoulded them for a novel purpose.  相似文献   

7.
Taking the English National Curriculum as its main example, this article argues that an overly nationalistic, normative and ‘fact-based’ citizenship education curriculum is failing to engage the dimensions of young people’s identities which they experience as deeply meaningful. There is thus a chasm – albeit a false one – between official discourses and pedagogies of citizenship and what young people consider to be their ‘real’ selves. I argue that citizenship education must develop a more sophisticated understanding of the complexities of how identities are formed and performed, especially in light of globalisation and increasing migration. I also make a somewhat unorthodox argument for conceptualising ‘relating-to-otherness’ in the same way that we think of music consumption. This has implications for how we experience, interpret, value and create ‘others’. The article also makes some recommendations for how these ideas can begin to be implemented in educational settings.  相似文献   

8.
Abstract

Post-structuralist discourses have usually been associated with forms of critique and deconstruction of social, cultural and philosophical phenomena. However, this article attempts to provide a generative approach to understanding educational leadership through Michel Foucault’s notions of power and subjectification, and Judith Butler’s notions of performativity and discursive agency through re-signification. We argue that leadership is not simply a list of traits, characteristics or behaviours to be implemented. Rather, we argue that leaders are performatively constituted through everyday practices and discourses. The aim is to interrupt prevailing discourses that often re-inscribe certain forms of meaning and understanding in educational leadership. This disruption subsequently provides possibility for putting forward otherwise silenced ideas about what leadership is and how leadership ‘identity’ (subjectivity) is formed, thus expanding the methodological tools scholars can use to talk about leadership.  相似文献   

9.
This paper locates ‘leadingful leadership literacies’ as a lens for considering changing contexts for leadership and work in higher education management. It makes a contribution to higher education leadership studies by offering an empirical account of expanded notions of leadership. These extend the field beyond those unwilling to critique managerialist knowledge claims. I will argue that not only managerialist practices per se are of concern as we face discontinuous change in the sector – changes which move well beyond rationalist truth claims – but that these remain largely unchallenged and have moved into spaces that should be (re)claimed by leadership.  相似文献   

10.
This article explores the localisation of the global and European discourse of educational governance in the Greek education system through the changes that have been introduced in the field of education administration since 2009 by the then socialist government. Our research aims to contribute to the critical policy literature on the spreading marketisation and privatisation in the governing of education around the world and in Europe – through the adoption of New Public Management and Educational Leadership models. In developing our theoretical perspective, we use the Foucauldian concepts of governmentality and discourse, and in order to conceptualise power and control relations in the organisation, transmission, acquisition, and evaluation of pedagogical knowledge, we draw on Bernstein's theory of symbolic control. Our study has examined how the field of education administration is governed through power and knowledge transformations. We trace these transformations by analysing systematically the pedagogic discourse through which the global governance discourse is relayed and becomes a ‘regime of truth’ within public policy and practice in Greece. We argue that such changes have significant implications for everyday educational practice and for the kinds of knowledge that are considered legitimate, and they may affect educational professionals' subjectivities in fundamental ways.  相似文献   

11.
Since 2011, the government of British Columbia (BC) has focused on building the Canadian province’s economy through the development of a Liquefied Natural Gas (LNG) sector. In service of this endeavour, the government launched the Skills for Jobs Blueprint, which attempts to more clearly align BC’s education system with resource extraction industries. In this paper, I argue that at the heart of this policy is the idea of education for, through, and as extraction. Conceptually, ‘extraction education’ focuses on supply (what we can take out of the earth, institutions, and individuals) rather than demand (what is needed to put into the educational system to meet needs of the land, institutions, communities, and individuals), and is problematic on environmental, economic, employment, equity, and educational fronts. In theorising ‘extraction education’ I extend Freire’s ideas on ‘banking education’ and briefly explore dialogic, problem-posing counters to it.  相似文献   

12.
Within caring science, the concept of caring leadership is well established. The aim of this study is to introduce Bondas’s theory of caritative leadership into education. The theory of caritative leadership is a theory of caring leadership with the ‘caritas’ thought of human love and mercy at its core. The article considers a hypothetical testing of the transferability of a nursing leadership theory, with its roots in caring science, into the field of education. The material consists of about 90 sources from the disciplines of nursing, education, management, and psychology. A caritative leadership would support Bildung – a comprehensive view of the edification of life, personal growth and maturity – as an ultimate goal of education. In the emerging model of a caritative leadership in education, a humanistic ethos of love, trust, and forgiveness shapes the culture of the educational organisation. The pedagogical leader supports the process of human becoming by implementing the idea of human beings as vulnerable, moral, dignified and unique individuals. The leader develops an ability to know which objectives to measure and which experiences of others to learn from, while performing such tasks as planning, reporting and directing in accordance with the mission of the organisation.  相似文献   

13.
Knowledge production in educational leadership, management and administration has been, and continues to be, seduced by fads. One of the most significant trends in recent decades has been the ascendancy of ‘leadership’. In this introductory paper, I both introduce the contributions to this special issue and, more importantly, locate this collection within the intellectual tradition of disruptive Australian scholarship and the discourses of JEAH. Specifically, I argue that this collection of papers provides new ways for thinking about leadership, leaders and leading grounded in histories not bounded by historical categories, images and metaphors. This issue is however not the final word, and I encourage the reader to think with, beyond and where necessary against what is argued in the spirit of the intellectual enterprise.  相似文献   

14.
Abstract

The introduction of new accountabilities and techniques of government for the purposes of educational reform have created new complexities and tensions for school leadership. Policies such as the publishing of league tables in the UK, high stakes testing in the US and the introduction of the My School website in Australia are particularly significant for school principals. In this article I appeal to the work of Foucault and Deleuze to provide an alternate approach to understanding how principals are constituted as subjects through a range of practices and discourses associated with the introduction of the My School website. I specifically draw upon Foucault’s notion of governmentality and Deleuze’s notion of societies of control to provoke new lines of thought into these government practices. I argue that it is through the performative in the education system that school principals are becoming perpetually assessable subjects.  相似文献   

15.
This article examines emerging techniques of educational governance – based on time, difference and potential – enabled by the Organisation for Economic Cooperation and Development’s PISA-based Test for Schools (‘PISA for Schools’). I show how PISA for Schools facilitates the production of difference through comparative test data, allowing educators to imagine, and bring about, different potential futures. Drawing on Deleuze’s thinking around forms of difference, and the governance function of potentiality, and informed by interviews with key PISA for Schools policy actors, I illustrate how the visualisation of difference produces a local desire amongst schools and educators to become other than they currently are across multiple temporalities, and how this ‘impetus to action’ makes new actions and futures possible. This constitutes what I theorise as ‘governing through difference and potential’, where the underlying logic is for teachers to work on themselves in the present to continually improve the future.  相似文献   

16.
This article draws on data from an ethnographic study that begins with the experiences of educational professionals doing the ‘work’ of educationally supporting students with long-term health conditions in a paediatric health-care setting in Victoria, Australia. The study was conducted over the same period of time but separately from the Keeping Connected project, although it utilises some selected research data produced as part of that larger-scale project. Investigations concerning the inclusion of students with disabilities – including those with long-term health conditions – within mainstream schools continue to indicate that not only do they often have specific educational needs but also that significant structural barriers exist within education for young people and families. I argue that intersecting discourses of child development and child-centred education, along with education reforms promoting social inclusion, construct particular understandings of capability and needs which do not fully account for the complexities facing teachers, students and families.  相似文献   

17.
This article looks at how far educational approaches to gender equity can be packaged and exported to developing countries. I analyze current discourses on women's education at international, national and local levels. Drawing on detailed ethnographic data from Nepal, I argue that issues around gender and education need to be addressed as ideological in nature, rather than a technical matter of tackling ‘drop out’ from women's literacy classes or getting more girls into school. From talking about ‘change’, ‘transformation’ and ‘access’, we need to think more about what is being changed to what and whose values underlie specific educational approaches.  相似文献   

18.
Abstract

In this article, I explore the importance of Giorgio Agamben’s theory of potentiality for rethinking education. While potentiality has been a long-standing concern for educational practitioners and theorists, Agamben’s work is unique in that it emphasizes how potentiality can only be thought of in relation to impotentiality. This moment of indistinction—what I refer to as im-potential—has important implications. First, I argue that if potentiality and impotentiality are separated from one another, the result is a stratified educational system where some students are commanded to actualize their potentiality in the form of standardized tests while others are abandoned by the system. Second, thinking im-potentiality enables us to move beyond problematic formulations of learning and rediscover the uniqueness of studying. Here, I offer a brief example of study through an analysis of ‘Tinkering Schools’, an alternative program founded by Gever Tulley in San Francisco. And finally, without a concept of im-potentiality, the discourse of the ‘child genius’ becomes commodified as a power to be harnessed and actualized in the name of neoliberal entrepreneurialism. Only through a return to im-potentiality can we reclaim Genius and its relationship to the question of educational freedom.  相似文献   

19.
This article proposes the communal leadership framework as a leverage for reciprocal educational policy in uncertain and turbulent times. It is argued that leadership at the policy level should abandon the seductive dance with the ‘self’ where knowledge resides at a specific location in the system (policy-makers’ perceptions and agendas) for a more holistic, integrated, and collaborative framework – that of communal leadership – in order to develop effective policies suitable for today's fast-changing educational world. This article presents the epistemological premises postulated as upholding the communal nature of leadership, while raising conceptual as well as practical questions in this context.  相似文献   

20.
As higher education (HE) institutions globally become increasingly performative, competitive and corporatised in response to neoliberal rationalities, the exigencies of HE leadership are being realigned to accommodate its value system. This article draws on recent British Council-funded research, including 30 semi-structured interviews, to explore women’s engagement with leadership in HE in South Asia. A potent affective economy was discovered. Leadership was associated with affects such as competitiveness, aggression, impropriety, stress and anxiety, in ways that were intensified by highly patriarchal and corporatised HE cultures. Indeed, its difficulties and toxicities meant that leadership was rejected or resisted as an object of desire by many women. We illuminate how different forms of competition contribute to the affective economy of HE leadership. The research also raises wider questions about the possibilities of disrupting dominant neoliberal constructions of HE if those who question such values are excluded (or self-exclude) from leadership positions.  相似文献   

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