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De-centring the leader: using the theory of practice architectures in a postgraduate education course 领导者去中心化:实践架构理论在研究生教育课程中的运用
IF 1.8
Journal of Educational Administration and History Pub Date : 2022-08-23 DOI: 10.1080/00220620.2022.2114435
A. Reich, Amanda L. Lizier
{"title":"De-centring the leader: using the theory of practice architectures in a postgraduate education course","authors":"A. Reich, Amanda L. Lizier","doi":"10.1080/00220620.2022.2114435","DOIUrl":"https://doi.org/10.1080/00220620.2022.2114435","url":null,"abstract":"ABSTRACT Much of the literature on leadership within education has centred on the heroic leader. Despite recent approaches moving away from trait and behavioural theories, the centrality of the individual leader persists. Recent practice perspectives have shifted the focus from leadership as an individual activity of a leader to leading as practices. This paper discusses how a practice perspective informed by the theory of practice architectures (TPA), has been used in the teaching of ‘leadership’ in an Australian Masterssubject to challenge conceptions of the heroic leader. It explores the use of the TPA to engage students in examining leading learning practices in workplaces and as a way of challenging their often deeply held beliefs and practices around leadership. In so doing, the approach decentres the leader and provides a lens for viewing leading learning as webs of interactions of practices rather than the traits and behaviours of an individual leader.","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"32 1","pages":"6 - 22"},"PeriodicalIF":1.8,"publicationDate":"2022-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76903024","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Leading with students: relational focus of leading practices in alternative settings 与学生一起领导:在不同环境下领导实践的关系焦点
IF 1.8
Journal of Educational Administration and History Pub Date : 2022-08-23 DOI: 10.1080/00220620.2022.2114434
Fiona Longmuir
{"title":"Leading with students: relational focus of leading practices in alternative settings","authors":"Fiona Longmuir","doi":"10.1080/00220620.2022.2114434","DOIUrl":"https://doi.org/10.1080/00220620.2022.2114434","url":null,"abstract":"ABSTRACT This paper explores how students can be positioned as contributors to leading practices that shape the nature of their schooling experiences. Student voice and agency agendas have grown in popularity over recent years but understanding the possibilities and boundaries of the ways that students can contribute to their educational experiences requires continued exploration. This paper presents a case study of an alternative learning setting where previously disenfranchised learners were productively contributing to leading practices that shaped their school experience. Using the theory of practice architectures, the relational arrangements that supported students to shape the practices that influenced their re-engagement with schooling are examined. Through the prioritisation of authentic connections between educators and students, practices of leading were established that disrupted normative experiences of schooling and positioned students as empowered agents in their own education.","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"31 1","pages":"54 - 71"},"PeriodicalIF":1.8,"publicationDate":"2022-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90178996","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
In the eye of the storm? Mapping out a story of principals’ decision-making in an era of decentralisation and re-centralisation 在风暴中心?勾勒出一个校长在分权和再集权时代的决策故事
IF 1.8
Journal of Educational Administration and History Pub Date : 2022-07-25 DOI: 10.1080/00220620.2022.2104823
D. Nordholm, Wieland Wermke, M. Jarl
{"title":"In the eye of the storm? Mapping out a story of principals’ decision-making in an era of decentralisation and re-centralisation","authors":"D. Nordholm, Wieland Wermke, M. Jarl","doi":"10.1080/00220620.2022.2104823","DOIUrl":"https://doi.org/10.1080/00220620.2022.2104823","url":null,"abstract":"ABSTRACT The aim of this article is to explore how Swedish principals experienced the decentralisation and re-centralisation reforms and how they affected principals’ autonomy and decision-making capacity. Data were obtained from three surveys of Swedish principals, carried out in 2005, 2012 and 2019. The results show that principals experienced a high degree of autonomy in their decision-making in 2005 and 2012 and also a balanced control from state and municipalities. At the time of the third study in 2019, principals continue to express a rather high degree of autonomy, but this autonomy is now combined with an increased degree of control. However, given the high degree of autonomy, in combination with low degree of conflicts between different stakeholders, the article concludes that the expression ‘in the eye of the storm there is calm’ appears to suit Swedish principals’ decision-making, at least, in the development of decentralisation and re-centralisation.","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"60 1","pages":"420 - 440"},"PeriodicalIF":1.8,"publicationDate":"2022-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85030234","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
Leading schools for specific purposes: a relational analysis of provision 龙头学校的具体用途:相关规定分析
IF 1.8
Journal of Educational Administration and History Pub Date : 2022-07-23 DOI: 10.1080/00220620.2022.2101989
I. Strnadová, Scott Eacott, Joanne Danker, L. Dowse, B. Lenne, D. Alonzo, M. Tso, Julie Loblinzk
{"title":"Leading schools for specific purposes: a relational analysis of provision","authors":"I. Strnadová, Scott Eacott, Joanne Danker, L. Dowse, B. Lenne, D. Alonzo, M. Tso, Julie Loblinzk","doi":"10.1080/00220620.2022.2101989","DOIUrl":"https://doi.org/10.1080/00220620.2022.2101989","url":null,"abstract":"ABSTRACT Schools for specific purposes (SSP) are and have been a significant feature of the education ecosystem since the roll out of mass schooling in Australia and elsewhere. SSPs serve some of the most vulnerable and disadvantaged communities. While their social and emotional worth to their communities (students, educators, families) is rarely questioned, the role of SSP in the pursuit of equity and inclusivity remains contested. This has significant implications for those charged with leading such schools, particularly principals. Drawing on the emerging field of relational studies, this paper undertakes a relational inquiry into the provision of education (RIPE) analysis of specific purpose schools for students with moderate and high support needs in the Australian state of New South Wales.","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"62 1","pages":"146 - 164"},"PeriodicalIF":1.8,"publicationDate":"2022-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72795781","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Doubting leadership: principals shaping a school doubting process within a national curriculum reform 怀疑领导:校长在国家课程改革中塑造学校怀疑过程
IF 1.8
Journal of Educational Administration and History Pub Date : 2022-07-08 DOI: 10.1080/00220620.2022.2097650
Sherry Ganon-Shilon, Chen Schechter
{"title":"Doubting leadership: principals shaping a school doubting process within a national curriculum reform","authors":"Sherry Ganon-Shilon, Chen Schechter","doi":"10.1080/00220620.2022.2097650","DOIUrl":"https://doi.org/10.1080/00220620.2022.2097650","url":null,"abstract":"ABSTRACT Success of curriculum reforms calls for both collaborative learning and unlearning processes. Focusing on the latter, school doubting process, an innovative term, is used in this paper as an active framework for organisational unlearning through which educators question their existing mind-sets and unfreeze old approaches to teaching and learning. This qualitative study explores how high school principals shape a school doubting process during the implementation of a national curriculum reform. The study analyses qualitative data from semi-structured interviews with 22 Israeli high school principals who have implemented a national curriculum reform from all school districts. The findings indicate two major themes and sub-themes: (1) Nurturing a collective unlearning culture: (a) restructuring school thinking; and (b) creating safe time and space for school doubting; (2) Building school capacity: (a) creating collective opportunities for knowledge and skill development; and (b) encouraging shared responsibility for innovation.","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"73 1","pages":"400 - 419"},"PeriodicalIF":1.8,"publicationDate":"2022-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86376335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Centralising professional staff: is this another instrument of symbolic violence in the managerialised university? 专业人员集中化:这是管理型大学的另一种象征性暴力手段吗?
IF 1.8
Journal of Educational Administration and History Pub Date : 2022-07-04 DOI: 10.1080/00220620.2022.2095993
Anita Louise Wheeldon, S. Whitty, Bronte van der Hoorn
{"title":"Centralising professional staff: is this another instrument of symbolic violence in the managerialised university?","authors":"Anita Louise Wheeldon, S. Whitty, Bronte van der Hoorn","doi":"10.1080/00220620.2022.2095993","DOIUrl":"https://doi.org/10.1080/00220620.2022.2095993","url":null,"abstract":"ABSTRACT If centralising university services is regarded as operationally ineffective, why do managerialised universities continue to organise themselves this way? We investigate an occurrence of this paradox at a regional Australian university, where professional staff services were centralised for a period of 7 years. They were separated from academics and their role repurposed to focus on student needs rather than continuing to support academics. As a method of analysis, we use a Bourdieusian lens to illuminate the power dynamics between fields to reveal, what we argue appears to be a symbolically violent view of centralising services. We conclude that universities continue to centralise services to increase management power, yet this strategy undermines managerialism’s own efforts of increasing operational outcomes because it increases conflict between the staff it relies on to be a university.","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"13 1","pages":"181 - 199"},"PeriodicalIF":1.8,"publicationDate":"2022-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83326464","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
New public management reforms and industrial relations in the Italian education system. A cultural political economy approach 意大利教育系统的新公共管理改革和劳资关系。一种文化政治经济方法
IF 1.8
Journal of Educational Administration and History Pub Date : 2022-06-30 DOI: 10.1080/00220620.2022.2094350
Francesca Peruzzo, E. Grimaldi, A. Arienzo, Giuseppe D'Onofrio, Claudio Franchi, Pietro Sebastianelli
{"title":"New public management reforms and industrial relations in the Italian education system. A cultural political economy approach","authors":"Francesca Peruzzo, E. Grimaldi, A. Arienzo, Giuseppe D'Onofrio, Claudio Franchi, Pietro Sebastianelli","doi":"10.1080/00220620.2022.2094350","DOIUrl":"https://doi.org/10.1080/00220620.2022.2094350","url":null,"abstract":"ABSTRACT This article focuses on the relation between new public management (NPM) reforms and changing patterns of industrial relations (IRs) and social dialogue in the Italian education system. Drawing on data from the research project ‘Social dialogue and industrial relations in education: The challenges of multi-level governance and privatisation in Europe’ (IR-EDUREFORM), it uses cultural political economy to explore the effects of autonomy, evaluation, and management as policy technologies on teacher unions’ collective bargaining, workplace representation and industrial action. Through the Italian case, the study analyses how NPM reforms operated three distinctive transformations: decentralisation of bargaining to school level, juridification and individualisation of industrial action and a shift from collective to professional unions. Beyond critically exploring the implications of NPM reforms and the processes of decollectivation and individualisation of IRs and social dialogue in education, the study also highlights some potential for the emergence of novel sites for collective representation.","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"27 1","pages":"381 - 399"},"PeriodicalIF":1.8,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89833657","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Reflections on how education can be for democracy in the twenty-first century 思考教育如何在21世纪促进民主
IF 1.8
Journal of Educational Administration and History Pub Date : 2022-06-07 DOI: 10.1080/00220620.2022.2084052
Anne Aly, J. Blackmore, David Bright, D. Hayes, Amanda Heffernan, B. Lingard, S. Riddle, Keita Takayama, D. Youdell
{"title":"Reflections on how education can be for democracy in the twenty-first century","authors":"Anne Aly, J. Blackmore, David Bright, D. Hayes, Amanda Heffernan, B. Lingard, S. Riddle, Keita Takayama, D. Youdell","doi":"10.1080/00220620.2022.2084052","DOIUrl":"https://doi.org/10.1080/00220620.2022.2084052","url":null,"abstract":"ABSTRACT This paper is one of two that bring together a range of education scholars to consider how education might be for democracy in a time of complex challenges facing twenty-first century societies. In this paper, scholars from Australia, Japan and the United Kingdom consider how sites of formal and informal education can respond to multiple unfolding crises, including the COVID-19 global pandemic, catastrophic climate change and ecological collapse, political upheaval, and growing social and economic inequality. What emerges is a wide-ranging set of reflections that engage with these complexities and challenges in a considered and hopeful way.","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"211 1","pages":"357 - 372"},"PeriodicalIF":1.8,"publicationDate":"2022-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79397271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Active citizenship in public and nonprofit schools – the case of Norway 公立和非营利性学校的积极公民——挪威的例子
IF 1.8
Journal of Educational Administration and History Pub Date : 2022-06-02 DOI: 10.1080/00220620.2022.2081135
Karl Henrik Sivesind, H. Trætteberg, Audun Fladmoe
{"title":"Active citizenship in public and nonprofit schools – the case of Norway","authors":"Karl Henrik Sivesind, H. Trætteberg, Audun Fladmoe","doi":"10.1080/00220620.2022.2081135","DOIUrl":"https://doi.org/10.1080/00220620.2022.2081135","url":null,"abstract":"ABSTRACT Countries increasingly out-contract public education to private providers to inspire competition and development, but there is limited research on the consequences. This article compares the parents’ room for active citizenship in public and nonprofit compulsory schools in Norway. It analyses a large-scale parental survey by multi-level regressions (OLS) of school-choice, internal empowerment, external participation in governance, and satisfaction with dialogue and collaboration, while controlling for school- and municipality-level factors. Parents’ reasons for choosing free schools are mainly perceived quality, profile, or previous dissatisfaction — not location as in public schools. Although parents are in general satisfied, there is a small but significantly higher level in free schools related to internal empowerment. Thus, stakeholder influence makes a difference, even in a society promoting active citizenship more broadly. The Norwegian Directorate for Education and Training conducted the survey in 2018–2019, targeting more than 20,000 parents in 160 public and 25 free schools.","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"90 1 1","pages":"361 - 380"},"PeriodicalIF":1.8,"publicationDate":"2022-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85617693","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Segregating the “gifted” in Charlottesville: the founding of Quest, 1976–1986 隔离夏洛茨维尔的“天才”:Quest的创立，1976-1986
IF 1.8
Journal of Educational Administration and History Pub Date : 2022-05-15 DOI: 10.1080/00220620.2022.2072275
M. Thornton
{"title":"Segregating the “gifted” in Charlottesville: the founding of Quest, 1976–1986","authors":"M. Thornton","doi":"10.1080/00220620.2022.2072275","DOIUrl":"https://doi.org/10.1080/00220620.2022.2072275","url":null,"abstract":"ABSTRACT The implementation of gifted programmes in the 1970s provided a way for school divisions to circumvent many of the aims of desegregated schooling as called for in Brown v. Board of Education. This study examines the implementation of one such system in a Southern school district that saw schools close rather than integrate in the years preceding the founding of a segregated gifted programme known as Quest. Additionally, the study situates the founding of this gifted programme in a national social and legal context involving fears of educational stagnation and white flight from public school systems. Using primary and secondary sources, this study highlights the attitudes of national policymakers at work in the 1974 reauthorization of ESEA, which significantly limited school divisions abilities to integrate while also providing funds for gifted classrooms that segregated ‘exceptional’ children using racially and socioeconomically biased measures.","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"17 1","pages":"128 - 145"},"PeriodicalIF":1.8,"publicationDate":"2022-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78758925","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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