Full Description
This book is about the practices of leading and their arrangements in a range of contemporary educational contexts. It seeks to shift the traditional, individual, and role-based educational leadership narrative, to more transformational, shared, and ongoing practices between people, thereby decentring leadership.
In this volume, contributors consider leading from a practice perspective across a range of educational contexts. Focusing on leading, rather than leadership, they examine how educational leaders lead through decentring from a range of positions and across a range of educational sectors from schools to higher education. Chapters attend to the practices of leading to 'decentre' normative, traditional notions of leadership that focus on the individual leader as the unit of study. They draw on the theory of practice architectures to understand leading as a shared and ongoing process rather than as an individual act. This growing body of work that uses the theory of practice architectures (TPA) is disrupting people's thinking towards leading as a practice. Focusing on practices and their arrangements shifts the traditional, role-based educational leadership narrative to the more transformational elements of practice architectures in thinking about leading in contemporary contexts.
Decentring Leadership will be a key resource for practitioners and researchers of education leadership and policy, educational administration, educational research, educational studies and sociology. It was originally published as a special issue of the Journal of Educational Administration and History.
Contents
Introduction: Decentring the leader and centring the site in education 1. Decentring the leader: using the theory of practice architectures in a postgraduate education course 2. A web of leading for professional learning: leadership from a decentring perspective 3. Leading practices of Steiner school principals: a reflective practice perspective 4. Leading with students: relational focus of leading practices in alternative settings 5. Practising educational leading 'in' and 'from' the middle: a site ontological view of best practice 6. Decentring pedagogical leadership: educational leading as a pedagogical practice
