Full Description
This edited volume brings together a range of perspectives on Educational Leadership, Management and Administration (ELMA) and various theories of resistance or compliance along with how policy and politics play out in school communities.
The book makes a significant contribution to debates around theorising educational leadership and the implications of discourses on schooling and the politics of education. It brings together a broad array of international scholars to examine theories of resistance in ELMA and establish a resistance-oriented agenda for critical ELMA research that promotes change and diverse ideas about leadership. Using both empirical data and conceptual analysis, the chapters provide opportunities for theorising the work and working conditions of educational leaders alongside questions of compliance and resistance that further improve the understanding of these concepts in the field.
Providing cutting-edge research and theorisation into this emerging area, the book will be highly relevant for researchers, academics, and postgraduate students in the fields of educational leadership, management and administration, and educational policy. It will also be of interest to school leaders.
Contents
1. Introduction
2. Leaders Resisting? The Very Idea
3. Theorising principals' resistance and compliance as part of school autonomy reforms in Australian public education
4. An analysis of resistance in parvenu educational leaders' biographies: Thinking with Arendt about identities, academies and public schooling.
5. Educational leadership in trying times: Primary principals' resistance in New Zealand
6. Resisting English education policy: Making sense or 'absolute nonsense'
7. Resisting evidence-based policy hegemonies in a post-truth climate
8. Resistance and the permanent instability of educational neo-liberalism: 'Up, down, turn around, please don't let me hit the ground'
9. Turning Power / Resistance Upside-Down to Critically Affirming Digital Educational Leadership
10. The paradox of tactics in the teaching of literacy: Resistance and leadership by Aboriginal teachers
11. We Are Visible: Student Voices Amplifying Counternarratives to Impact Policy
12. Multiple 'counter-publics' in public education: educational and community leadership resisting neoliberal reform
13. Managing Tension: agonism and alliance in an ethos of democratic principal engagement
14. Education trade unions and union renewal: re-imagining resistance
15. Conclusion
