The Challenges of Educational LeadershipSAGE, 2004. szept. 14. - 240 oldal `It should be essential reading at the National College for School Leadership′ - Michael Duffy, Times Educational Supplement, Friday Magazine `This book continues Michael Bottery′s principled and persuasive assault on the application by policymakers of fashionable, shallow and decontextualised solutions (in this case leadership) to fundamental problems and issues in the definition, design and purposes of education. It is distinguished by its embeddedness in wider social science ideas and debates, enabling the challenges that schools and teachers face to be set in context, and by its sharp assessment of the impact of decades of the erosion of trust and meaning on educational work′ - Jenny Ozga, Professor of Educational Research, Centre for Educational Sociology, University of Edinburgh In this book Mike Bottery presents critical issues about the purposes of educational leadership. He examines how `official′ concepts of leadership are driven by demands which are not always to the educational, political, or social benefit of practitioners. This book will help educational leaders and aspiring educational leaders to examine their own values and practice. |
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... critiques educational leadership arguing that it is simultaneously and paradoxically about control and fragmentation ... critique and pragmatism. It is unlikely that this book will be read and forgotten. In the contemporary climate of ...
... critique facilitate deeper understanding of issues of epistemology EP provides secure wealth base Democratic norms facilitate full PD Communal norms facilitate PD through enhancing ability to live and work with others IS facilitate PD ...
... critiqued for at least three reasons. A first reason is because the emphasis in the business literature has historically been on the techniques of transformational leadership rather than the purposes to which it might be put. A second ...
... critiqued as such. This is not just so that educational leaders can better understand the implications of such ... critiquing the demands of a new information age. This is why Hargreaves (2003) contextualizes the work of schools beyond ...
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Tartalomjegyzék
1 | |
12 | |
27 | |
29 | |
Chapter 4 The impact of commodification and fragmentation | 55 |
Chapter 5 The impact of standardization and control | 77 |
Examining the impact | 99 |
Chapter 6 The impact on trust | 101 |
Chapter 8 The impact on identity | 143 |
Beginning a response | 163 |
Chapter 9 Learning communities in a world of control and fragmentation | 165 |
Chapter 10 Professionals at the crossroads | 185 |
Chapter 11 Models of educational leadership | 198 |
Bibliography | 215 |
Index | 225 |
Chapter 7 The impact on truth and meaning | 123 |