Critical Perspectives on Educational LeadershipJohn Smyth This book is an edited collection of original papers which challenge in a very direct manner the dominant behaviourist and functionalist views that have come to entrap those who live, work and conduct research in the area of educational leadership. By shifting the focus away from sterile discussions about traits, personalities and styles of educational leadership, and focusing instead on the structures and processes within schools as organisations that frustrate, distort and ultimately stifle educative relationships the writers provide a much needed way of reconceptualising both thought and action in so-called acts of educational leadership. |
Contents
Toward a Critical Practice of Leadership | 39 |
New Leadership and the Possibility of Educational | 63 |
A Feminist Critique | 93 |
Leadership and the Rationalization of Society | 131 |
Educational Leadership as Reflective Action | 157 |
A Pedagogical and Educative View of Leadership | 179 |
In Defence of Organizational Democracy | 205 |
Notes on Contributors | 235 |
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Common terms and phrases
achievement action activity administrative science analysis approach argues argument assumption become behaviour bureaucratic claims complex concerned constructed context contingency model critical critical pedagogy critical theory critique cultural curriculum Deakin University decision-making decisions defined democratic dialectical discourse dominant educational administration Educational Administration Quarterly educational leadership efficiency emotivist ethical feminist Fiedler forms Freire functionalist Geelong gender Giddens goals Greenfield Habermas hierarchical historical human agency ideological individual institutions interests involve Journal kibbutz knowledge leaders liberal literature London managerial masculine means Michels model of leadership moral nature notion of leadership oligarchy organizational democracy organizational theory organizations participation participatory participatory democracy particular pedagogy perspective philosophy position positivistic possible practice principals problems production rational reality relationships role school effectiveness sense situation social structures society Starratt suggests symbolic teachers teaching traditional trait theory transformation transformational leadership understanding values view of leadership Weber women