| Description |
1 online resource |
| Series |
Educational Leadership Theory |
|
Educational Leadership Theory (Springer (Firm))
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| Contents |
Intro -- Series Editors' Foreword -- Acknowledgements -- Contents -- 1 Introduction: Educational Leadership Through a Practice Lens -- 1.1 Introduction -- 1.2 Why Adopt a Practice Lens in Education? -- 1.3 Educational Leadership Through a Practice Lens -- 1.4 Re-conceptualising Educational Leading as Practice/Praxis -- 1.5 Pedagogy and Educational Leading as Practice/Praxis -- 1.6 Conclusion -- References -- 2 Re-conceptualising Practice and Praxis in Educational Leadership -- 2.1 Introduction -- 2.2 Re-turning to Practice -- 2.3 Re-turning to Praxis -- 2.3.1 Jane's Story |
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2.4 Mapping Praxis: A Neo-Aristotelean Approach -- 2.5 Mapping Praxis: A Post-Marxist Approach -- 2.6 Conclusion -- References -- 3 Practice Matters -- 3.1 Theory of Practice Architectures -- 3.2 Ecologies of Practices -- 3.3 Site Ontologies: What Have Sites Got to Do with It? -- 3.4 Differences and Affordances Between Practice Architectures and Site Ontologies Approaches -- 3.5 Conclusion -- References -- 4 Power Matters -- 4.1 Introduction -- 4.2 Field and Capital -- 4.3 Linking Field and Habitus -- 4.4 Entering the Game of Educating |
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4.5 Bringing Bourdieu and Practice Architectures Theory into Dialogue -- 4.6 Affordances of a Dual Practice Architectures and Bourdieuian Lens -- 4.7 Feminist Critical Scholarship -- 4.8 Feminist Critical Scholarship in Dialogue with Practice Approaches -- 4.9 Conclusion -- References -- 5 Instructional Leading Through a Practice Lens -- 5.1 Introduction -- 5.2 Part One: Mapping the Practice Architectures of Big River Catholic Education District -- 5.2.1 Orchestrating School Improvement: A Case of Travelling Practices -- 5.3 Part Two: Mapping the Changing Practice Landscape of Ringtail School |
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5.4 Coaching Conversations as a Site of Travelling Practices for Whole School Improvement -- 5.4.1 Coaching Conversations at Ringtail Catholic Secondary School: Setting the Scene -- 5.4.2 Orchestrating New Practice Architectures of Instructional Leading and Professional Learning Through Coaching Conversations -- 5.5 Orchestrating School Improvement: Educational Leading as Pedagogical Praxis/Practice -- 5.6 Drawing the Threads Together -- 5.7 Part Three: Theoretical Implications -- 5.7.1 Being Recognised as a 'Competent Participant' -- 5.7.2 Contestation Matters -- 5.8 Conclusion -- References |
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6 Leading as a Socially Just Practice -- 6.1 Preamble -- 6.2 Introduction -- 6.3 Mapping the Practice Architectures Reshaping Regional High School -- 6.4 Developing Whole School Practices of/for Social Justice and Inclusion -- 6.5 Transformations in Practice Architectures of/for Socially Just and Inclusive Practices at Regional High School -- 6.6 Transformations in Practice Architectures of/for Socially Just and Inclusive Practices at Regional Education Office -- 6.7 Leading as a Socially Just Practice: A Contested Practice |
| Summary |
This book provides the theoretical and analytical resources for an urgent rethinking of the social project of educating and educational leading. It examines what educational leadership is, namely the politics and power of leadership as a practice, and what it can and should be, offering a pedagogical and praxis-informed approach to educational practice. Drawing on research conducted at various Australian schools and education districts, it argues for a reframing of educational leadership as pedagogical practice/praxis to transform theorising and practice in the field. The book provides a rich account of educational leading through a practice lens, bringing into dialogue the theory of practice architectures with site ontologies, Bourdieus thinking tools and feminist critical scholarship. The book tracks the practices and praxis of educational leaders as they grapple with the changing landscape and forces of educational policies that have informed Australian education. It reimagines education leadership by integrating Continental and Northern European understandings of pedagogy and praxis as being morally and ethically informed, as opposed to the narrower Anglophone notions of pedagogy as teaching and learning. The book adds to the body of knowledge on the "actual work of leadership" as a distinct set of practices that is morally and ethically informed. Readers will find a more holistic understanding of educational leadership practice and praxis, based on the everyday accounts of educational leaders, teachers and students in schools and education districts |
| Notes |
6.8 Conclusion: Towards Researching Educational Leading as a Socially Just Practice |
| Bibliography |
Includes bibliographical references and index |
| Notes |
Description based on online resource; title from digital title page (viewed on January 04, 2022) |
| Subject |
Educational leadership -- Social aspects
|
|
Educational leadership -- Social aspects
|
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Lideratge en l'educació.
|
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Aprenentatge per experiència.
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| Genre/Form |
Llibres electrònics.
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| Form |
Electronic book
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| ISBN |
9811676291 |
|
9789811676291 |
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