Pub Date : 2023-09-14DOI: 10.1080/00220620.2023.2258343
Paolo Landri
ABSTRACTIn the latest two decades, there has been an increasing number of publications in education studies drawing on Actor-Network Theory (ANT). However, the uptake of ANT in education studies was not immediate, and the investigations on educational leadership through ANT have been rare. With the aim of promoting the study of educational leadership through ANT, this article shows that ANT is a vocabulary to counter modernistic thinking in education and brings ecological materialism to critical educational leadership studies. While modernity inscribes educational leadership in binary (mind vs body; people vs things; human vs machine) and humanist thinking (humans above things), ANT invites to see it as a more-than-human activity of (re)assemblage of people, technologies, and things for the (re)composition of the common world.KEYWORDS: Actor-Network Theoryeducation studieseducational leadershipecological materialismcritical studiesmodernity Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 This article develops some arguments that have been anticipated by Landri (Citation2020)2 This is also consistent with research in organisation studies (Czarniawska and Sevon Citation1996).3 The idea of educational leadership as more-than-human activity follows parallel attempts to see for example health as more-than-human Lupton, D., Wozniak-O’Connor, V., Rose, M. and Watson A. (Citation2023).4 Here I follow Tummons’ strategy of updating Latour with Latour, but in a different way (Tummons Citation2020; Citation2021).5 An interesting philosophical work to develop a ‘things-centered pedagogy’ has been written by Vlieghe and Zamojski (Citation2019) that provides a lot of inspiration for this article.Additional informationNotes on contributorsPaolo LandriPaolo Landri is Research Director of the Institute of Research on Population and Social Policies at National Research Council in Italy (CNR-IRPPS). Recently, he has published Educational Leadership, Management, and Administration through Actor-Network Theory London: Routledge (2020) and with Denise Mifsud (2021) Enacting and Conceptualizing Educational Leadership within the Mediterranean Region. Leiden/Boston: Brill/Sense Publisher. Currently, he Co-Editor in Chief of the European Educational Research Journal (EERJ) https://journals.sagepub.com/home/eer
{"title":"Ecological materialism: redescribing educational leadership through Actor-Network Theory","authors":"Paolo Landri","doi":"10.1080/00220620.2023.2258343","DOIUrl":"https://doi.org/10.1080/00220620.2023.2258343","url":null,"abstract":"ABSTRACTIn the latest two decades, there has been an increasing number of publications in education studies drawing on Actor-Network Theory (ANT). However, the uptake of ANT in education studies was not immediate, and the investigations on educational leadership through ANT have been rare. With the aim of promoting the study of educational leadership through ANT, this article shows that ANT is a vocabulary to counter modernistic thinking in education and brings ecological materialism to critical educational leadership studies. While modernity inscribes educational leadership in binary (mind vs body; people vs things; human vs machine) and humanist thinking (humans above things), ANT invites to see it as a more-than-human activity of (re)assemblage of people, technologies, and things for the (re)composition of the common world.KEYWORDS: Actor-Network Theoryeducation studieseducational leadershipecological materialismcritical studiesmodernity Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 This article develops some arguments that have been anticipated by Landri (Citation2020)2 This is also consistent with research in organisation studies (Czarniawska and Sevon Citation1996).3 The idea of educational leadership as more-than-human activity follows parallel attempts to see for example health as more-than-human Lupton, D., Wozniak-O’Connor, V., Rose, M. and Watson A. (Citation2023).4 Here I follow Tummons’ strategy of updating Latour with Latour, but in a different way (Tummons Citation2020; Citation2021).5 An interesting philosophical work to develop a ‘things-centered pedagogy’ has been written by Vlieghe and Zamojski (Citation2019) that provides a lot of inspiration for this article.Additional informationNotes on contributorsPaolo LandriPaolo Landri is Research Director of the Institute of Research on Population and Social Policies at National Research Council in Italy (CNR-IRPPS). Recently, he has published Educational Leadership, Management, and Administration through Actor-Network Theory London: Routledge (2020) and with Denise Mifsud (2021) Enacting and Conceptualizing Educational Leadership within the Mediterranean Region. Leiden/Boston: Brill/Sense Publisher. Currently, he Co-Editor in Chief of the European Educational Research Journal (EERJ) https://journals.sagepub.com/home/eer","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"358 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134910795","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-07DOI: 10.1080/00220620.2023.2255534
Amanda L. Lizier
{"title":"Middle leaders in higher education: the role of social-political arrangements in prefiguring practices of middle leading","authors":"Amanda L. Lizier","doi":"10.1080/00220620.2023.2255534","DOIUrl":"https://doi.org/10.1080/00220620.2023.2255534","url":null,"abstract":"","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"9 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85221671","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-08DOI: 10.1080/00220620.2023.2244897
S. Wilcox
{"title":"#MeToo movement as a syllabus for gender justice futures in U.S. Public schooling: a critical ethnography","authors":"S. Wilcox","doi":"10.1080/00220620.2023.2244897","DOIUrl":"https://doi.org/10.1080/00220620.2023.2244897","url":null,"abstract":"","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"36 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73146585","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-08DOI: 10.1080/00220620.2023.2238184
Zhuo Sun
{"title":"Educational leadership, management, and administration through actor-network theory (1st ed)","authors":"Zhuo Sun","doi":"10.1080/00220620.2023.2238184","DOIUrl":"https://doi.org/10.1080/00220620.2023.2238184","url":null,"abstract":"","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"21 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79610790","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-27DOI: 10.1080/00220620.2023.2236962
Kjersti Løken Ødegaard, Ann Elisabeth Gunnulfsen
{"title":"Policy pressure on partnerships: intentions, expectations and legitimisation of Norwegian educational reform policy","authors":"Kjersti Løken Ødegaard, Ann Elisabeth Gunnulfsen","doi":"10.1080/00220620.2023.2236962","DOIUrl":"https://doi.org/10.1080/00220620.2023.2236962","url":null,"abstract":"","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"4 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79285116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-20DOI: 10.1080/00220620.2023.2236973
Peleg Dor-haim
ABSTRACT This study aims to investigate teachers’ perspectives regarding the emotional consequences of the COVID-19 pandemic and their coping strategies, in the context of their relationship with the principal. The study posed three questions: (1) What emotions and feelings are described by teachers during the COVID-19 pandemic? (2) How do the teachers perceive their relationship with the principal in the context of their emotional experience? (3) What strategies did the teachers employ in order to handle their distress during the COVID-19 pandemic? Based on 14 semi-structured interviews with Israeli teachers, three key themes were found. (1) Teachers who experienced burnout and a lack of motivation. (2) Teachers who faced stress and work overload due to technical and pedagogical challenges. (3) Teachers who described experiencing professional growth and emphasised the significance of a supportive relationship with the principal. The findings provide valuable insights and suggest practical implications for supporting teachers during challenging times.
{"title":"Teachers’ emotional consequences of COVID-19 pandemic in the context of their relationship with the school principal","authors":"Peleg Dor-haim","doi":"10.1080/00220620.2023.2236973","DOIUrl":"https://doi.org/10.1080/00220620.2023.2236973","url":null,"abstract":"ABSTRACT This study aims to investigate teachers’ perspectives regarding the emotional consequences of the COVID-19 pandemic and their coping strategies, in the context of their relationship with the principal. The study posed three questions: (1) What emotions and feelings are described by teachers during the COVID-19 pandemic? (2) How do the teachers perceive their relationship with the principal in the context of their emotional experience? (3) What strategies did the teachers employ in order to handle their distress during the COVID-19 pandemic? Based on 14 semi-structured interviews with Israeli teachers, three key themes were found. (1) Teachers who experienced burnout and a lack of motivation. (2) Teachers who faced stress and work overload due to technical and pedagogical challenges. (3) Teachers who described experiencing professional growth and emphasised the significance of a supportive relationship with the principal. The findings provide valuable insights and suggest practical implications for supporting teachers during challenging times.","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"21 1","pages":"481 - 498"},"PeriodicalIF":1.8,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81615859","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-30DOI: 10.1080/00220620.2023.2217086
Stina Jerdborg
International research has focused on changing the criteria for being considered a successful school leader. Principals’ recent professionalisation project, accelerated through education within the framing of New Public Management, might engender a role in conflict with teacher roles and needs further focus. This empirical study approaches newly appointed principals in how they experience their role and relate to other school professionals in an attempt to explicate historical traces of principals’ positioning. The findings revealed principals’ social contract to be resilient across time as their position within a system of relations changed. In practice, this meant becoming marginalised in attempts to fulfil their social contract. Embracing the position as a social agent of the teachers made new alliances possible. Principals’ professional project is understood as linked to a system of relations and principals’ role-taking over time, providing an analytical generalisation of how a ‘war of position’ might function concerning school professionals.
{"title":"School principal re-positioning in a system of professional relations: the case of newly appointed principals in Sweden","authors":"Stina Jerdborg","doi":"10.1080/00220620.2023.2217086","DOIUrl":"https://doi.org/10.1080/00220620.2023.2217086","url":null,"abstract":"International research has focused on changing the criteria for being considered a successful school leader. Principals’ recent professionalisation project, accelerated through education within the framing of New Public Management, might engender a role in conflict with teacher roles and needs further focus. This empirical study approaches newly appointed principals in how they experience their role and relate to other school professionals in an attempt to explicate historical traces of principals’ positioning. The findings revealed principals’ social contract to be resilient across time as their position within a system of relations changed. In practice, this meant becoming marginalised in attempts to fulfil their social contract. Embracing the position as a social agent of the teachers made new alliances possible. Principals’ professional project is understood as linked to a system of relations and principals’ role-taking over time, providing an analytical generalisation of how a ‘war of position’ might function concerning school professionals.","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135643596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-12DOI: 10.1080/00220620.2023.2211911
H. Proctor, J. Gerrard, S. Goodwin
ABSTRACT The article introduces an international Special Issue that addresses the significant question of how and why people organise to engage with policy making in the public sphere of education, from a historical perspective. Focusing on the phenomenon of ‘grassroots' community organising during the key formation period of the 1970s and 1980s, the issue collects articles from Australia, Canada, Chile, South Korea, Spain (Catalonia) and the United States for the purpose of examining what ‘grassroots' organising might look like or encompass under different kinds of states and state bureaucratic arrangements. This introductory article outlines the editors’ own research into the Australian context before highlighting how the various articles individually and collectively contribute to questions of 1) expanding understanding of what it means to organise at the grassroots level; 2) the complex relationships between state and school; 3) connections and disconnections between the local, national and international educational domains; and 4) how, methodologically, to capture people, experiences and organisations that may be fully or partly absent from official top down historical records.
{"title":"Working with and against the bureaucratic state: histories of grassroots organising for public education reform, 1970s–1980s","authors":"H. Proctor, J. Gerrard, S. Goodwin","doi":"10.1080/00220620.2023.2211911","DOIUrl":"https://doi.org/10.1080/00220620.2023.2211911","url":null,"abstract":"ABSTRACT The article introduces an international Special Issue that addresses the significant question of how and why people organise to engage with policy making in the public sphere of education, from a historical perspective. Focusing on the phenomenon of ‘grassroots' community organising during the key formation period of the 1970s and 1980s, the issue collects articles from Australia, Canada, Chile, South Korea, Spain (Catalonia) and the United States for the purpose of examining what ‘grassroots' organising might look like or encompass under different kinds of states and state bureaucratic arrangements. This introductory article outlines the editors’ own research into the Australian context before highlighting how the various articles individually and collectively contribute to questions of 1) expanding understanding of what it means to organise at the grassroots level; 2) the complex relationships between state and school; 3) connections and disconnections between the local, national and international educational domains; and 4) how, methodologically, to capture people, experiences and organisations that may be fully or partly absent from official top down historical records.","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"17 1","pages":"231 - 240"},"PeriodicalIF":1.8,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74772875","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/00220620.2023.2191560
Amanda Heffernan, J. Wilkinson
This issue presents perspectives on educational leadership and policy, ranging from schools to universities through to research methods within our field. The authors share research findings that address common themes of issues of access and equity in educational opportunities for young people; changing higher education environments; and the complexities of working and researching in education throughout the COVID-19 pandemic. In Leadership for Educational Equity for Principals in New York State: Policy Challenges and Opportunities, Ann LoBue explores the ways New York State education policy constructs the role of the school principal. LoBue examines how ‘conflicting and ambiguous expectations for principal behaviour in New York’s Every Student Succeeds Act Plan, its Culturally Responsive-Sustaining Education Framework, and its approach to principal evaluations might endanger realisation of a principal’s moral commitment to educational and social justice’. These findings raise important questions for policy and research into how principals understand their role, and how systems and policymakers might work with more clarity towards goals of equity and social justice. Margaret E. Thornton also explores questions of equity, policy, and justice in her article Segregating the “gifted” in Charlottesville: the founding of Quest, 1976–1986. Thornton’s analysis examines the implementation of gifted programmes in the United States in the 1970s, specifically presenting an important historical analysis of policymakers’ actions in providing funding ‘for gifted classrooms that segregated ‘exceptional’ children using racially and socioeconomically biased measures’. Thornton’s article is an important example of why historical analysis remains so vital for understanding contemporary issues in educational administration and leadership. Further extending on the theme of access, equity, and social justice in education, Iva Strnadová, Scott Eacott, Joanne Danker, Leanne Dowse, Brydan Lenne, and Dennis Alonzo examine Schools for Specific Purposes (SSP) in their article Leading Schools for Specific Purposes: A Relational Analysis of Provision. Their research, exploring Australian SSPs, draws on a relational analysis of the education provision of SSPs and the implications for leaders. They argue that ‘the principalship is not necessarily distinct in SSPs compared to other forms of schooling within the system. What is different is how schooling is organised and how that plays out in SSP in relation to other sites’. Their explorations extend to the identity work embedded within these SSPs for leaders, students, families, and collaborators. They conclude with a call for future research to continue to explore the complexities of equitable and inclusive education provision. Shifting into a focus on higher education, two of the articles in this issue explore the implications of policy shifts in universities. Kate Hoskins, in Unleashing the ‘undergraduate monster’? The second-o
{"title":"Editorial: Journal of Educational Administration and History Volume 55, Issue 2","authors":"Amanda Heffernan, J. Wilkinson","doi":"10.1080/00220620.2023.2191560","DOIUrl":"https://doi.org/10.1080/00220620.2023.2191560","url":null,"abstract":"This issue presents perspectives on educational leadership and policy, ranging from schools to universities through to research methods within our field. The authors share research findings that address common themes of issues of access and equity in educational opportunities for young people; changing higher education environments; and the complexities of working and researching in education throughout the COVID-19 pandemic. In Leadership for Educational Equity for Principals in New York State: Policy Challenges and Opportunities, Ann LoBue explores the ways New York State education policy constructs the role of the school principal. LoBue examines how ‘conflicting and ambiguous expectations for principal behaviour in New York’s Every Student Succeeds Act Plan, its Culturally Responsive-Sustaining Education Framework, and its approach to principal evaluations might endanger realisation of a principal’s moral commitment to educational and social justice’. These findings raise important questions for policy and research into how principals understand their role, and how systems and policymakers might work with more clarity towards goals of equity and social justice. Margaret E. Thornton also explores questions of equity, policy, and justice in her article Segregating the “gifted” in Charlottesville: the founding of Quest, 1976–1986. Thornton’s analysis examines the implementation of gifted programmes in the United States in the 1970s, specifically presenting an important historical analysis of policymakers’ actions in providing funding ‘for gifted classrooms that segregated ‘exceptional’ children using racially and socioeconomically biased measures’. Thornton’s article is an important example of why historical analysis remains so vital for understanding contemporary issues in educational administration and leadership. Further extending on the theme of access, equity, and social justice in education, Iva Strnadová, Scott Eacott, Joanne Danker, Leanne Dowse, Brydan Lenne, and Dennis Alonzo examine Schools for Specific Purposes (SSP) in their article Leading Schools for Specific Purposes: A Relational Analysis of Provision. Their research, exploring Australian SSPs, draws on a relational analysis of the education provision of SSPs and the implications for leaders. They argue that ‘the principalship is not necessarily distinct in SSPs compared to other forms of schooling within the system. What is different is how schooling is organised and how that plays out in SSP in relation to other sites’. Their explorations extend to the identity work embedded within these SSPs for leaders, students, families, and collaborators. They conclude with a call for future research to continue to explore the complexities of equitable and inclusive education provision. Shifting into a focus on higher education, two of the articles in this issue explore the implications of policy shifts in universities. Kate Hoskins, in Unleashing the ‘undergraduate monster’? The second-o","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"35 1","pages":"109 - 110"},"PeriodicalIF":1.8,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78400815","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-16DOI: 10.1080/00220620.2023.2179028
C. Skerritt
ABSTRACT In this piece the author provides a critical response to the new ‘Looking at Our School’ quality framework in Ireland and illustrates how policy overlooks critical scholarship. The author questions the claim that the updated policy reflects recent thinking and developments, and critiques the policy's stance on notions of both distributed leadership and effectiveness, and the policy overload it generates. Although much broader issues relating to the disconnect between research and policy and the prominence of the ‘what works’ discourse in education, this new framework in Ireland typifies a case of critical scholarship being passed over in policy. While this respondent is unconvinced by the policy that has been produced, packaged, and presented by policy makers, perhaps there is room for optimism in that recent personnel changes in the education ministry in Ireland could possibly pave the way for more much-needed critical perspectives in policy making. More critical scholarship is also needed, and there is a need for academics to not only advise policy makers but, professionally of course, challenge their thinking and question their decisions.
{"title":"Is critical scholarship being reflected in policy? A critical response to ‘Looking at Our School 2022: a quality framework’","authors":"C. Skerritt","doi":"10.1080/00220620.2023.2179028","DOIUrl":"https://doi.org/10.1080/00220620.2023.2179028","url":null,"abstract":"ABSTRACT In this piece the author provides a critical response to the new ‘Looking at Our School’ quality framework in Ireland and illustrates how policy overlooks critical scholarship. The author questions the claim that the updated policy reflects recent thinking and developments, and critiques the policy's stance on notions of both distributed leadership and effectiveness, and the policy overload it generates. Although much broader issues relating to the disconnect between research and policy and the prominence of the ‘what works’ discourse in education, this new framework in Ireland typifies a case of critical scholarship being passed over in policy. While this respondent is unconvinced by the policy that has been produced, packaged, and presented by policy makers, perhaps there is room for optimism in that recent personnel changes in the education ministry in Ireland could possibly pave the way for more much-needed critical perspectives in policy making. More critical scholarship is also needed, and there is a need for academics to not only advise policy makers but, professionally of course, challenge their thinking and question their decisions.","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"122 1","pages":"499 - 511"},"PeriodicalIF":1.8,"publicationDate":"2023-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79969268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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