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1.
ABSTRACTFor teachers seeking formal school leadership roles the key choices have been either the vice- principalship or the principalship. In Ontario, Canada, however, the principalship has traditionally been considered the premier leadership goal with the vice-principalship regarded as merely a necessary transitional step toward achieving the principalship. In this article, we consider the enactments of principals and vice-principals plus the common and unique work typically demanded of each position by examining how both roles came to fruition from a historical context. How principals and vice-principals’ work came to be what it currently is in Canada’s most populace province is a reflection of the prevailing economic, social, political, historical, and educational contexts and particular interests being advanced. Both engage in complex, purposeful work that requires excellent interpersonal strengths, strategic thinking, an inclusive leadership disposition and values, organisational change capacities, and the ability to make evidence-based decisions. As well, both are expected to work in complementary ways to advance students’ academic and social learning, yet despite the need for leadership synergies, principals often ‘lead’ while vice-principals are left to ‘manage’. While the principal’s role is expansive and more clearly defined, the role of the vice-principal has broadened over decades. We will investigate the history for preparing and developing vice principals in this context to learn about why they continue to be reactive, situationally contingent, and dependent on task delegation from the principal. Such role-based differences can contribute to high job satisfaction and role clarity for principals, but disappointment for vice-principals who wish to exercise greater leadership. 相似文献
2.
《Journal of moral education》2012,41(2):255-264
In the Journal of Moral Education, 39(2), Brenda Almond and Lawrence Blum debate the importance of tolerance versus acceptance in sex education. Blum defines acceptance as ‘positive regard’, in contradistinction to mere tolerance, ‘a live and let live attitude toward others, an acceptance of coexistence, but with a disapproval of that “other”’. Employing consequentialist and definitional arguments, he defends an acceptant educational policy. I shore up this defence by addressing the issue of autonomy: specifically, I refute the claim that acceptance undermines parental autonomy in a morally unacceptable fashion. Drawing on Philip Pettit and Michael Smith’s defence of the idea of ‘orthonomy’ or right-rule, I argue that orthonomy, rather than autonomy, should guide educational policy-making. I then show that the principle of orthonomy, together with teachers’ professional responsibilities to ensure a safe and prejudice-free learning environment, entails that teachers have an inalienable responsibility to promote homophilic (gay-positive) values, regardless of whether they or their students’ parents agree. 相似文献
3.
Scott Eacott 《Journal of educational administration and history》2013,45(2):113-125
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
4.
Jan Masschelein 《Journal of Philosophy of Education》2004,38(3):351-367
This paper starts from a brief sketch of the ‘classical’ figure of critical educational theory or science (Kritische Erziehungswissenshaft). ‘Critical educational theory’ presents itself as the privileged guardian of the critical principle of education (Bildung) and its emancipatory promise. It involves the possibility of saying ‘I’ in order to speak and think in one's own name, to be critical, self‐reflective and independent, to determine dependence from the present power relations and existing social order. Actual social and educational reality and relations are approached as a limitation, threat, alienation, re/oppression or negation of ultimate human principles or potential. The task of critical educational theory becomes one of enabling an autonomous, critical, self‐reflective life. While ‘critique’ and ‘autonomy’ have meanwhile become commonplace, and ‘critique’ and ‘autonomy’ are reclaimed and required from everybody, we should also consider the question of the relation between an institutional or ideological framework as that which claims to question this frame and to constitute its opposite. The trivialisation of critique is taken as occasion to recall Michel Foucault's analysis of power relations and especially his thesis according to which the ‘government of individualisation’ is the actual figure of power. Starting from the framework offered by Foucault, it can be made clear that the autonomous, critical, self‐reflective life does not represent an ultimate principle but refers to a very specific form of subjectification operating as a transmission belt for power. The autonomous, critical, self‐reflective person appears as an historical model of self‐conduct whereby power operates precisely through the intensification of reflectiveness and critique rather than through their repression, alienation or negation. This brings us back then to the question of how to conceive of the task of a critical educational theory at a time in which critique, autonomy and self‐determination have become an essential modus operandi of the existing order. 相似文献
5.
This is one of X commentaries on Wu’s ‘Interpretation, autonomy, and transformation: Chinese pedagogic discourse in a cross-cultural perspective’ (JCS, 43(5), 569-590). It highlights the paper’s demystification of Western pedagogic discourse and recovery of the meaning of Chinese traditional pedagogic discourse as a response to the long-lasting debates on the Chinese–Western/traditional–modern dichotomies seen in China’s modernization. However, the paper overlooks the complexity of Chinese pedagogic discourse: it over-emphasizes the formal or linguistic dimension of pedagogic discourse, and presumes the dichotomy of Chinese–Western discourses and the discontinuity of traditional–modern cultures. After elaborating the ends, substances, methods, and teacher roles found in Chinese pedagogic discourses, this study argues that contemporary pedagogic discourses are essentially inhabited in indigenous traditions, and actively entangled with Western discourse. The meaning of Confucian traditional pedagogy should not (and cannot) be ‘recovered’ from the past, but be ‘found’ in the present. 相似文献
6.
Gipsy Hill Training College graduates: once,always and everywhere a modern woman teacher in the interwar years 总被引：1，自引：0，他引：1
Kay Whitehead 《History of education》2013,42(5):617-636
This article examines the ways in which Gipsy Hill Training College’s (GHTC) graduates represented their lives and work in the college magazine, the Gipsy Trail. The so-called ‘Wraggle Taggle News’ featured snippets from married and single women teachers at every stage of their lives and work in Britain and overseas by the late 1930s. It will be shown that graduates integrated discourses of the modern woman and Gipsy Hill’s modernist ideals of individual autonomy, and educational and social progressivism into their paid work and domestic situations, leisure and propaganda work across their life course. Indeed, it was a case of ‘once a teacher, always a teacher’ and everywhere a modern woman teacher in the interwar years. 相似文献
7.
In its advancement towards an education quasi-market, Catalonia has recently been driving the development of school educational projects in all schools (both public and private) as a tool to facilitate school autonomy and family choices. A school educational project is a formal document in which schools identify their pedagogical goals, missions and orientations, their academic resources and organisational structures. Through the analysis of 60 in-depth interviews with parents of children at the age of commencing universal pre-primary education (three years old) and data collected from surveys completed by a representative sample made up of 3245 families, this article explores the impact of this policy on discourses and practices of school choice amongst families in the city of Barcelona. On the one hand, we observe that interest in educational projects has penetrated the discourses of the most educated parents, even though, at the same time, we detect a generalised lack of knowledge of the content of such projects. On the other hand, we note that the social composition of schools is still a prominent factor in choice practices. Such findings question the ideal of the autonomous and rational citizen-consumer that underlies the policy of establishing educational projects. 相似文献
8.
Frances Kelly 《Discourse: Studies in the Cultural Politics of Education》2012,33(4):517-528
Western cultural practices contribute to our understanding of the purpose of higher education and how we are to conduct ourselves in educational contexts. In this article, entitled ‘Seekers after truth?’, I analyse recent works of popular fiction which draw on and contribute to the idea that postgraduate research is a process of locating and amassing clues leading to the revelation or discovery of a truth. These novels re-inscribe the metaphor of the postgraduate researcher as detective or ‘seeker after truth’. This article considers the contradictory and productive meanings that arise from the trope of the researcher-detective. In addition, I argue that, although there are challenges in bringing the work of one field to bear on another, analyses of discourses which are not produced within higher educational contexts can nonetheless promote reflection on educational concepts. In this case, fiction enables us to consider ideas about what it is to do postgraduate research and to be a postgraduate researcher. 相似文献
9.
‘The world must stop when I’m talking’: gender and power relations in primary teachers’ classroom talk 总被引：2，自引：0，他引：2
Barbara Read 《British Journal of Sociology of Education》2008,29(6):609-621
The present paper examines male and female teachers’ language practices in relation to ‘censuring’ talk in the primary classroom, in the context of the debate around boys’ ‘underachievement’ and the ‘feminisation’ of primary school culture. Through an analysis of classroom observations with 51 men and women teachers, it looks to see whether gender differences could be found in the ways individual men and women teachers communicated in terms of their ‘censuring’ comments of pupils’ work or behaviour. Secondly, the paper takes issue with the notion that teachers operate within a ‘feminised’ educational culture, by looking at the ways in which teachers’ classroom talk can be seen to be constrained by two contrasting discourses relating to the power relation between teacher and pupil: a ‘traditional’ disciplinarian discourse, and a more ‘progressive’ liberal discourse. Both discourses have complex gendered and class dimensions, challenging the conception of a ‘feminised’ primary school culture. 相似文献
10.
Ann-Marie Bathmaker James Avis 《Discourse: Studies in the Cultural Politics of Education》2013,34(5):731-748
This article explores constructions of teacher identities at a time of significant changes to public service professionalism. The article draws on different discourses of professionalism, contrasting ‘organisational’ and ‘occupational’ professionalism, with discourses of ‘personal’ and ‘critical’ professionalism, to explore changing meanings and enactments of teacher professionalism in the 2000s. Narratives of three novice teachers, followed over eight years, are used to consider the impact of dominant discourses of ‘organisational’ professionalism in English further education, resulting in inbound, outbound and peripheral trajectories. In response, the article considers how practitioners might engage critically with current changes, arguing that it is necessary to work with what matters to teachers, such as their relations with students, teaching and learning and subject specialism. Such work might create, at least temporarily and locally, spaces in which more favourable conditions towards socially just and enabling educational practices can be worked towards. 相似文献
11.
12.
Andrew Wilkins 《教育政策杂志》2013,28(2):182-200
Since the 1980s, state schools in England have been required to ensure transparency and accountability through the use of indicators and templates derived from the private sector and, more recently, globally circulating discourses of ‘good governance’ (an appeal to professional standards, technical expertise, and performance evaluation as mechanisms for improving public service delivery). The rise of academies and free schools (‘state-funded independent schools’) has increased demand for good governance, notably as a means by which to discipline schools, in particular school governors – those tasked with the legal responsibility of holding senior leadership to account for the financial and educational performance of schools. A condition and effect of school autonomy, therefore, is increased monitoring and surveillance of all school governing bodies. In this paper, I demonstrate how these twin processes combine to produce a new modality of state power and intervention; a dominant or organizing principle by which government steer the performance of governors through disciplinary tools of professionalization and inspection, with the aim of achieving the ‘control of control’. To explain these trends, I explore how various established and emerging school governing bodies are (re)constituting themselves to meet demands for good governance. 相似文献
13.
This paper uses one national case to illustrate how diverse ideological agendas of central state agencies contest the discursive space within which major education policy reforms are developed. In Aotearoa New Zealand in 1988, ‘self‐managed’ schools were promoted ostensibly to allow parents more say in their children’s education and local school administration. The Tomorrow’s Schools reform policy texts included an existing social democratic partnership rhetoric, positioning principals as professional leaders working collaboratively with elected parent boards of trustees. However, the new ideology of ‘parental choice’ of school within a local schooling marketplace, underpinned by a chief executive or market managerial model of principalship, was later operationalised through mechanisms of ‘steerage’ from the centre. To explain this shift, we examine selected policy text pre‐cursors to the reforms and identify how contrasting forms of ‘principal’ and ‘teacher’ identity emerged within social democratic, neo‐liberal and market managerial ideologies. We further show that while radical (Treasury) market liberal arguments for labour market deregulation and consumer choice failed to gain widespread support, the State Services Commission preferred market managerialist strategies for promoting public accountability of schools (based on aggregate student achievement outcome data and centrally determined national educational priorities) were successfully embedded during the 1990s. 相似文献
14.
《Discourse: Studies in the Cultural Politics of Education》2012,33(3):425-441
British schools have been positioned by recent educational policy discourses as sites of innovation and transformation in new technological contexts, but more recent concerns about well-being suggest a more ‘affective turn’ in educational policy-making. This article provides an analysis of a project which has explored the ways in which schools are being re-imagined as spaces of effective technology-centredness, as well as sites for more emotional or affective child-centredness. I argue that far from being mutually exclusive categories, these technology-centred and child-centred orientations are conjoined in what I call ‘high-touch-tech’ discourse where the effective and the affective are mutually constitutive. Finally, I situate these changes as consequent upon ‘emotion management’ in work and social life, and suggest that an implication of the new policy focus on well-being for schools will be their requirement to perform ‘affect management’. 相似文献
15.
Pat Thomson 《教育政策杂志》2013,28(6):717-732
UK educational administration scholars have undertaken a survey to redefine the field of knowledge in educational management and/or administration. In responding to the resulting corpus of work, I argue that that this is an exercise in ‘turf talk’. I draw on theorizations of the socio-spatialities of fields of knowledge to consider educational management and/or administration and its border scuffles with policy sociology and the exclusion of debates about knowledge and truth claims that characterize the ‘new humanities’. I suggest that the lack of regard accorded the situated empirical and practical knowledges of practitioners, and the invisibility in the analyses of the active role of head teacher professional associations in the current context, places the academy in an adversarial position vis-á-vis practitioners. As government moves to make research ‘more useful’, and positions academics as training providers and management consultants for head teachers, I propose that educational management and/or administration scholars must move over to share ground and dialogue with the emerging head teacher profession. 相似文献
16.
Kenneth W. Tupper 《Discourse: Studies in the Cultural Politics of Education》2008,29(2):223-238
This paper examines a high school drug education text using critical discourse analysis (CDA) to discern its underlying ideological commitments and political dispositions. I begin with an overview of CDA and why it is a suitable methodology for my work, and then provide a brief history of drug education in North America. Next, I consider some of the primary discursive features of a Canadian eighth-grade drug education teacher's manual called Making Decisions. I continue with a focused interrogation of a student ‘fact sheet’ on hallucinogens, and conclude with some educational implications of my research. Paying careful attention to features such as genre, syntax, interdiscursivity, and lexicalization, I question core assumptions made by both a drug education text and the broader medical, public health, legal and drug policy discourses from which it draws. 相似文献
17.
ABSTRACTThis paper examines visions of ‘learning’ across humans and machines in a near-future of intensive data analytics. Building upon the concept of ‘learnification’, practices of ‘learning’ in emerging big data-driven environments are discussed in two significant ways: the training of machines, and the nudging of human decisions through digital choice architectures. Firstly, ‘machine learning’ is discussed as an important example of how data-driven technologies are beginning to influence educational activity, both through sophisticated technical expertise and a grounding in behavioural psychology. Secondly, we explore how educational software design informed by behavioural economics is increasingly intended to frame learner choices to influence and ‘nudge’ decisions towards optimal outcomes. Through the growing influence of ‘data science’ on education, behaviourist psychology is increasingly and powerfully invested in future educational practices. Finally, it is argued that future education may tend toward very specific forms of behavioural governance – a ‘machine behaviourism’ – entailing combinations of radical behaviourist theories and machine learning systems, that appear to work against notions of student autonomy and participation, seeking to intervene in educational conduct and shaping learner behaviour towards predefined aims. 相似文献
18.
Deborah L. West Craig M. Peck Ulrich C. Reitzug Elizabeth A. Crane 《School Leadership & Management》2014,34(4):372-391
This study investigates how principals in a large US urban school district responded to two different superintendents who employed contrasting leadership styles and utilised divergent organisational schemes. We originally conducted interviews with principals in 2007, when the district's superintendent asserted fierce performance demands and limited principals’ site-based discretion in favour of protecting and exerting central office power. We conducted interviews again in 2013 after a new superintendent had relaxed school test score expectations and distributed the central office's previously tight, centralised control into largely self-directing sub-regions. Our findings demonstrate that superintendent change noticeably affected how principals understood and encountered accountability, autonomy and stress. To help make sense of our findings, we employ a three-part conceptual framework drawn from the study of educational leadership. We conclude by considering implications, including the notion that unrelenting stress has become a permanent part of the modern urban US principalship. 相似文献
19.
Marian Court 《Gender and education》2007,19(5):607-626
In this article, prevailing professional, business and managerial discourses of team leadership are ‘troubled’ by some feminist critiques and analyses of collectivity and gendered discursive relations of power. I draw on a study of primary school co‐principalships to describe and reflect on Karen’s (a pseudonym) accounts of her personal and shared leadership practices within a three teacher co‐principalship. The article indicates how feminist consciousness, politics and relationships can contribute to social, cultural and organizational change within ‘mainstream’ institutions. 1 It also explores how pre‐constructed discourses about gender, class and leadership, can be unwittingly stitched back into an individual’s collaborative practices, limiting the potential for democratic change. My aim is to contribute to the kind of work called for by Davies when she argued that if we are alerted to the work being done by the various discourses we are invoking, then we can more effectively reflect on how limiting and disempowering discursive constructions can be challenged and changed. 相似文献
20.
This paper argues that the repositioning of Asian countries as new ‘centres’ for world trade and commerce and the transformation of Australian society and economy to accord with this global consolidation, includes a general restructuring of all levels of Australia's ‘education industry’ and specifically the (re)forming of its initial teacher and professional‐education programmes. The need for such reformation arises in part from the restructuring of the work of teaching based on a broader definition of the people and educational settings that are involved in the teaching/learning process, a reworking of this teaching/learning process, the higher status given to certain substantive areas of study, such as languages other than English, and the management of education along corporatist lines. This paper suggests further that teacher‐education programmes should also provide students with the resources to critically analyse these changes, giving consideration to issues such as identity, the impact of new technologies on culture and learning, the use of language in promoting particular discourses, and the repositioning of education as a tool for economic reform. 相似文献