Pub Date : 2023-02-10DOI: 10.1080/00220620.2023.2174952
Katrina MacDonald, A. Keddie, Scott Eacott, J. Wilkinson, J. Blackmore, Richard Niesche, B. Gobby
{"title":"The spatiality of economic maldistribution in public-school funding in Australia: still a poisonous debate","authors":"Katrina MacDonald, A. Keddie, Scott Eacott, J. Wilkinson, J. Blackmore, Richard Niesche, B. Gobby","doi":"10.1080/00220620.2023.2174952","DOIUrl":"https://doi.org/10.1080/00220620.2023.2174952","url":null,"abstract":"","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"11 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75011964","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 : 2023-02-06DOI: 10.1080/00220620.2023.2175801
J. B. Hall, Ann Elisabeth Gunnulfsen, R. Jensen
{"title":"Organisational arrangements, resources and tensions in the enactment of a renewed state curriculum: the entrepreneurial role of principals and superintendents","authors":"J. B. Hall, Ann Elisabeth Gunnulfsen, R. Jensen","doi":"10.1080/00220620.2023.2175801","DOIUrl":"https://doi.org/10.1080/00220620.2023.2175801","url":null,"abstract":"","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"7 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90861245","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 : 2023-02-05DOI: 10.1080/00220620.2023.2174953
L. Cuskelly, Anna Hogan, G. Thompson
The importance of commercial products increased in schools during the COVID-19 pandemic, particularly as leaders grappled with school closures. Pre-COVID principals viewed their schools as mainly procuring commercial services for administrative support and teacher professional development. After school closures, principals came to emphasise commercialisation as technological infrastructure, online learning platforms, video conferencing software and/or digital tools for community engagement. This shift was borne out of necessity as principals found themselves having to make ‘snap decisions' as to the products that could best support their school communities. This is a specific form of ‘triaging' as the pandemic required leaders with pedagogical and curricular expertise to make technical decisions. In systems where increasing autonomy has been offset by decreasing central support, the concern is that issues of access and utility of commercial products can be pernicious in rewarding the privileged and effectively punishing the least advantaged within public systems. [ FROM AUTHOR]
{"title":"Commercial triage in public schooling: COVID-19, autonomy and ‘within system’ inequality","authors":"L. Cuskelly, Anna Hogan, G. Thompson","doi":"10.1080/00220620.2023.2174953","DOIUrl":"https://doi.org/10.1080/00220620.2023.2174953","url":null,"abstract":"The importance of commercial products increased in schools during the COVID-19 pandemic, particularly as leaders grappled with school closures. Pre-COVID principals viewed their schools as mainly procuring commercial services for administrative support and teacher professional development. After school closures, principals came to emphasise commercialisation as technological infrastructure, online learning platforms, video conferencing software and/or digital tools for community engagement. This shift was borne out of necessity as principals found themselves having to make ‘snap decisions' as to the products that could best support their school communities. This is a specific form of ‘triaging' as the pandemic required leaders with pedagogical and curricular expertise to make technical decisions. In systems where increasing autonomy has been offset by decreasing central support, the concern is that issues of access and utility of commercial products can be pernicious in rewarding the privileged and effectively punishing the least advantaged within public systems. [ FROM AUTHOR]","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"1 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89182768","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 : 2023-01-05DOI: 10.1080/00220620.2022.2158181
D. Mifsud
{"title":"A systematic review of school distributed leadership: exploring research purposes, concepts and approaches in the field between 2010 and 2022","authors":"D. Mifsud","doi":"10.1080/00220620.2022.2158181","DOIUrl":"https://doi.org/10.1080/00220620.2022.2158181","url":null,"abstract":"","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"21 5 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78018073","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}
ABSTRACT This article analyses the case of Rosa Sensat teachers’ movement in Catalonia during the final years of Francoism and the transition to democracy in Spain (1965–1990). This movement was a key actor in education reform debates in that period. Based on the perspective of political process theory, the article focuses on the contextual, organisational and discursive dynamics that define the Rosa Sensat movement, and its role as a sociopolitical actor in three historical periods: (i) the moment of emergence, linked to the dissident schools (1965–1970); (ii) the process of transition to democracy and educational decentralisation, marked by the difficulties in reforming public education (1970–1977); and (iii) the post-transition period, marked by the new constitution, the integration of dissident schools into the public system (1978–1990) and the marginalisation of the movement. The conclusions highlight its influence and subsequent decline as a sociopolitical actor in education reform.
{"title":"The (im)possibilities of an ideal education reform. Discourses, alliances and construction of alternatives of the Rosa Sensat movement in Catalonia","authors":"Lluís Parcerisa, Jordi Collet-Sabé, Cristóbal Villalobos","doi":"10.1080/00220620.2022.2153813","DOIUrl":"https://doi.org/10.1080/00220620.2022.2153813","url":null,"abstract":"ABSTRACT This article analyses the case of Rosa Sensat teachers’ movement in Catalonia during the final years of Francoism and the transition to democracy in Spain (1965–1990). This movement was a key actor in education reform debates in that period. Based on the perspective of political process theory, the article focuses on the contextual, organisational and discursive dynamics that define the Rosa Sensat movement, and its role as a sociopolitical actor in three historical periods: (i) the moment of emergence, linked to the dissident schools (1965–1970); (ii) the process of transition to democracy and educational decentralisation, marked by the difficulties in reforming public education (1970–1977); and (iii) the post-transition period, marked by the new constitution, the integration of dissident schools into the public system (1978–1990) and the marginalisation of the movement. The conclusions highlight its influence and subsequent decline as a sociopolitical actor in education reform.","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"85 1","pages":"290 - 306"},"PeriodicalIF":1.8,"publicationDate":"2023-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89729574","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 : 2023-01-02DOI: 10.1080/00220620.2022.2163381
Christine Grice, Anette Forssten Seiser, J. Wilkinson
ABSTRACT Pedagogical leadership is increasingly emphasised in education policies and leadership standards. Yet conceptualisations of pedagogy and pedagogical leadership vary from a focus on compliance that operationalises the role of formal school leaders, through to notions of pedagogical leadership as a praxis-oriented practice. This paper focuses on pedagogical leading practices in school settings in Sweden and Australia. Utilising the theory of practice architectures, it explores how historical notions of pedagogical leadership have changed over time in the two countries. Findings show that there are different depths of pedagogical understanding and differences between understandings of individual and collective pedagogy in policy, school leadership and practice. Both cases raise questions about the state of educational leadership and pedagogical leadership globally and the decentring of pedagogy from students, the ultimate purpose of pedagogical practice. Properly understanding pedagogy is one way of decentring the popular role title ‘pedagogical leader’.
{"title":"Decentring pedagogical leadership: educational leading as a pedagogical practice","authors":"Christine Grice, Anette Forssten Seiser, J. Wilkinson","doi":"10.1080/00220620.2022.2163381","DOIUrl":"https://doi.org/10.1080/00220620.2022.2163381","url":null,"abstract":"ABSTRACT Pedagogical leadership is increasingly emphasised in education policies and leadership standards. Yet conceptualisations of pedagogy and pedagogical leadership vary from a focus on compliance that operationalises the role of formal school leaders, through to notions of pedagogical leadership as a praxis-oriented practice. This paper focuses on pedagogical leading practices in school settings in Sweden and Australia. Utilising the theory of practice architectures, it explores how historical notions of pedagogical leadership have changed over time in the two countries. Findings show that there are different depths of pedagogical understanding and differences between understandings of individual and collective pedagogy in policy, school leadership and practice. Both cases raise questions about the state of educational leadership and pedagogical leadership globally and the decentring of pedagogy from students, the ultimate purpose of pedagogical practice. Properly understanding pedagogy is one way of decentring the popular role title ‘pedagogical leader’.","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"1 1","pages":"89 - 107"},"PeriodicalIF":1.8,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83863220","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 : 2023-01-02DOI: 10.1080/00220620.2022.2160106
Christine Grice, Amanda L. Lizier, S. Francisco
In this special issue, each of the contributing authors considers leading, rather than leadership, in a range of educational contexts. Authors seek to examine how educational leaders lead through decentring from a range of positions and across a range of educational sectors from schools to higher education. Each paper attends to the practices of leading to ‘decentre’ normative, traditional notions of leadership that focus on the individual leader as the unit of study. Such decentring serves to understand leading as a shared and ongoing process between people 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.
{"title":"Decentring the leader and centring the site in education","authors":"Christine Grice, Amanda L. Lizier, S. Francisco","doi":"10.1080/00220620.2022.2160106","DOIUrl":"https://doi.org/10.1080/00220620.2022.2160106","url":null,"abstract":"In this special issue, each of the contributing authors considers leading, rather than leadership, in a range of educational contexts. Authors seek to examine how educational leaders lead through decentring from a range of positions and across a range of educational sectors from schools to higher education. Each paper attends to the practices of leading to ‘decentre’ normative, traditional notions of leadership that focus on the individual leader as the unit of study. Such decentring serves to understand leading as a shared and ongoing process between people 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.","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"12 1","pages":"1 - 5"},"PeriodicalIF":1.8,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80897194","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 : 2023-01-02DOI: 10.1080/00220620.2022.2066637
Christine Edwards-Groves, Peter Grootenboer, Kirsten Petrie, Zeffie Nicholas
ABSTRACT In this paper, a site ontological approach to practice seeks to understand how educational development can be accomplished through the practices of ‘middle leaders’ - educators who exercise their leading ‘between’ the principal and the teaching staff. Analysis of two vignettes of leading in extraordinary circumstances untangles the web of interrelationships, conditions and practices that comprise middle leading in schools. The discussion focuses on how middle leaders' practices are enabled and constrained by practice architectures, and how their leading is ecologically arranged with other educational practices present. It is argued that notions of ‘best practice’ are an idealised but erroneous myth that often provokes educational development to be practised in homogenised or pre-packaged ways that do not necessarily serve the needs and interests of schools. We conclude by suggesting that best practice might be better conceptualised as site based practices, uniquely realised in response to local issues and concerns.
{"title":"Practising educational leading ‘in’ and ‘from’ the middle: a site ontological view of best practice","authors":"Christine Edwards-Groves, Peter Grootenboer, Kirsten Petrie, Zeffie Nicholas","doi":"10.1080/00220620.2022.2066637","DOIUrl":"https://doi.org/10.1080/00220620.2022.2066637","url":null,"abstract":"ABSTRACT In this paper, a site ontological approach to practice seeks to understand how educational development can be accomplished through the practices of ‘middle leaders’ - educators who exercise their leading ‘between’ the principal and the teaching staff. Analysis of two vignettes of leading in extraordinary circumstances untangles the web of interrelationships, conditions and practices that comprise middle leading in schools. The discussion focuses on how middle leaders' practices are enabled and constrained by practice architectures, and how their leading is ecologically arranged with other educational practices present. It is argued that notions of ‘best practice’ are an idealised but erroneous myth that often provokes educational development to be practised in homogenised or pre-packaged ways that do not necessarily serve the needs and interests of schools. We conclude by suggesting that best practice might be better conceptualised as site based practices, uniquely realised in response to local issues and concerns.","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"15 1","pages":"72 - 88"},"PeriodicalIF":1.8,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79818312","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 : 2022-12-19DOI: 10.1080/00220620.2022.2153112
Michael C Johanek
ABSTRACT Since 1980, Chicago’s United Neighborhood Organization (UNO) has been a major player in school reform, organising Mexican-American communities to build a neighbourhood high school, founding a local technical institute, passing radical school governance reform, and launching a major charter network. At UNO’s apex in 2013, a corruption scandal brought its dramatic fall. Yet, despite its recent ignominious history, its origins reflected a vision well worth recapturing. Supported by churches and community groups, Mexican-Americans organised for their children’s schooling, and then trained others to do the same. Arising during a transitional political period in Chicago, UNO’s original animating vision drew upon two main factors: Saul Alinsky’s long relationship with the Catholic Church, and the emergence of a post-Alinsky model of faith-based community organising. Local activist mexicana leadership played a central role, exemplified in the work of Teresa Fraga, an experienced organiser and UNO Chicago’s first President, and Mary Gonzales, UNO’s co-founder.
{"title":"‘If you want justice, organize for power!’ Community organising, Catholicism and Chicago school reform","authors":"Michael C Johanek","doi":"10.1080/00220620.2022.2153112","DOIUrl":"https://doi.org/10.1080/00220620.2022.2153112","url":null,"abstract":"ABSTRACT Since 1980, Chicago’s United Neighborhood Organization (UNO) has been a major player in school reform, organising Mexican-American communities to build a neighbourhood high school, founding a local technical institute, passing radical school governance reform, and launching a major charter network. At UNO’s apex in 2013, a corruption scandal brought its dramatic fall. Yet, despite its recent ignominious history, its origins reflected a vision well worth recapturing. Supported by churches and community groups, Mexican-Americans organised for their children’s schooling, and then trained others to do the same. Arising during a transitional political period in Chicago, UNO’s original animating vision drew upon two main factors: Saul Alinsky’s long relationship with the Catholic Church, and the emergence of a post-Alinsky model of faith-based community organising. Local activist mexicana leadership played a central role, exemplified in the work of Teresa Fraga, an experienced organiser and UNO Chicago’s first President, and Mary Gonzales, UNO’s co-founder.","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"25 1","pages":"307 - 322"},"PeriodicalIF":1.8,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77439076","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 : 2022-12-05DOI: 10.1080/00220620.2022.2153110
George Variyan, B. Gobby
{"title":"‘The least we could do’?: Troubling school leaders’ responses to the school strikes for climate in Australia","authors":"George Variyan, B. Gobby","doi":"10.1080/00220620.2022.2153110","DOIUrl":"https://doi.org/10.1080/00220620.2022.2153110","url":null,"abstract":"","PeriodicalId":45468,"journal":{"name":"Journal of Educational Administration and History","volume":"16 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83827152","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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