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, Bourdieu's 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.
