Educational Leadership Relationally A Theory and Methodology for Edu
Educational leadership, management and administration has a rich history of epistemological and ontological dialogue and debate. However in recent times, at least since the publication of Colin Evers and Gabriele Lakomski’s trilogy – knowing, exploring an
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Educational Leadership Relationally A Theory and Methodology for Educational Leadership, Management and Administration
Scott Eacott Australian Catholic University, North Sydney, Australia
SENSE PUBLISHERS ROTTERDAM / BOSTON / TAIPEI
A C.I.P. record for this book is available from the Library of Congress.
ISBN 978-94-6209-909-8 (paperback) ISBN 978-94-6209-910-4 (hardback) ISBN 978-94-6209-911-1 (e-book)
Published by: Sense Publishers, P.O. Box 21858, 3001 AW Rotterdam, The Netherlands https://www.sensepublishers.com/
Printed on acid-free paper
All rights reserved © 2015 Sense Publishers No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work.
For Amy, Daniel and Madelyn
TABLE OF CONTENTS
Preface
ix
Acknowledgements
xiii
Chapter One: Educational Administration Relationally
1
Chapter Two: Problematising the Intellectual Gaze
15
Chapter Three: The (Im)Possibility of ‘Leadership’
33
Chapter Four: Recasting Administrative Labour
49
Chapter Five: Studying Administration Relationally
63
Chapter Six: Rethinking School Leadership
85
Chapter Seven: The Principalship, Autonomy and After
107
Chapter Eight: For a Relational Programme
123
Chapter Nine: Some Conclusions
139
Author Index
145
Subject Index
149
vii
PREFACE
This book originates in a discussion with a potential doctoral candidate. He had taken a class with me the previous year on the foundations of educational administration theory and we had remained in contacted ever since. On this particular day we were discussing French social theory, particularly the work of Pierre Bourdieu and to a lesser extent Michel Foucault, and the mobilisation of critical social theory in contemporary educational leadership, management and administration studies. After careful discussion, we had reached a point where we had highlighted the commonly used theoretical resources of Bourdieu and Foucault and the tell-tale signs of a Bourdieusian or Foucauldian study. It was at this point that the potential student turned to me and asked, this is all good and well, but what would a student of yours do? So began an intellectual pursuit. What would a student of mine do? If I was to be more than a guy who used Bourdieu in educational leadership, management, and administration, what was I to offer a potential doctoral, masters or honours candidate? There are many others who very competently think with Bourdieu in educational leadership, management and administration – and I am thinking specifically of Helen Gunter and Pat Thomson, among others. It was during this time I was to make two key intellectual connections, one more fleeting and the other enduring. In the case of the former, while working at the Univers
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