Pub Date : 2023-04-13DOI: 10.1177/10526846231169780
Alisha Butler, Rachel Boggs
Background: As gentrification transforms the physical, cultural, and demographic character of urban landscapes, an expansive body of research has generated insights into the meanings and implications of this process for public schools. How school leaders facilitate or constrain school gentrification is a growing area of inquiry. Research Design: This article analyzes the literature on school gentrification and presents a conceptual model to frame how school leaders’ responses influence the trajectory of school transformation. Results: Drawing on 18 studies of school gentrification’s dynamics, we outline how school leaders communicate and market schools to families, cultivate school climates, and manage personnel and resources amid gentrification. Conclusions: We argue that school leaders play critical roles in gentrification processes and that their actions can interrupt or exacerbate inequities in gentrifying schools. We conclude with implications for policy, research, and practice.
{"title":"Commanding Through Change: A Conceptual Model for School Leadership Amid Gentrification","authors":"Alisha Butler, Rachel Boggs","doi":"10.1177/10526846231169780","DOIUrl":"https://doi.org/10.1177/10526846231169780","url":null,"abstract":"Background: As gentrification transforms the physical, cultural, and demographic character of urban landscapes, an expansive body of research has generated insights into the meanings and implications of this process for public schools. How school leaders facilitate or constrain school gentrification is a growing area of inquiry. Research Design: This article analyzes the literature on school gentrification and presents a conceptual model to frame how school leaders’ responses influence the trajectory of school transformation. Results: Drawing on 18 studies of school gentrification’s dynamics, we outline how school leaders communicate and market schools to families, cultivate school climates, and manage personnel and resources amid gentrification. Conclusions: We argue that school leaders play critical roles in gentrification processes and that their actions can interrupt or exacerbate inequities in gentrifying schools. We conclude with implications for policy, research, and practice.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"4 1","pages":"452 - 471"},"PeriodicalIF":0.0,"publicationDate":"2023-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87596775","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 : 2023-03-01DOI: 10.1177/10526846231160864
J. Weiner, Michael O'malley, Ann E. Lopez, Lauren P. Bailes, Frank Hernández, S. Odell
Overall, mess provides a vibrant analytical frame and a visceral phenomenological grip on the exigencies of marginalized queers— especially those who do not occupy the valorized homonormative spaces of the contemporary West. Mess, as I demonstrate with a brief ethnographic vignette below, is a route for funking up and mobilizing new understandings of stories, values, objects, and space/time arrangements. As such, mess is a way into a queering of the archive that involves not a cleaning up but rather a spoiling and cluttering of the neat normative configurations and patterns that seek to calcify lives and experiences. (Manalansan, 2014, p. 99)
{"title":"Introduction to the special issue","authors":"J. Weiner, Michael O'malley, Ann E. Lopez, Lauren P. Bailes, Frank Hernández, S. Odell","doi":"10.1177/10526846231160864","DOIUrl":"https://doi.org/10.1177/10526846231160864","url":null,"abstract":"Overall, mess provides a vibrant analytical frame and a visceral phenomenological grip on the exigencies of marginalized queers— especially those who do not occupy the valorized homonormative spaces of the contemporary West. Mess, as I demonstrate with a brief ethnographic vignette below, is a route for funking up and mobilizing new understandings of stories, values, objects, and space/time arrangements. As such, mess is a way into a queering of the archive that involves not a cleaning up but rather a spoiling and cluttering of the neat normative configurations and patterns that seek to calcify lives and experiences. (Manalansan, 2014, p. 99)","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"8 1","pages":"95 - 97"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82189654","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 : 2023-01-26DOI: 10.1177/10526846221148633
Lisa J. Cary
Excellence, professional development, and educational leadership – all of these terms can be seen as unstable, dereferentialised, or empty signifiers - as their meaning (or the work they do) is not fixed. However, in spite of this, they have become ‘part and parcel’ of educational leadership in the Enlightenment institutions of the ‘not so’ modern universities and schools, which are in ruins. These terms are products of what Foucault (1977) termed regimes of truth, and they have become focused on meeting the perceived needs of the neoliberal marketplace. In this paper I address the regime of truth that is entitled: – Educational Leadership. Some have called this turn the ‘Learning Paradigm’ or the ‘Learnification’ of higher education. In order to reveal how this move is made possible, I have drawn upon the work of Hargreaves (1998) and Cary (2004) to investigate this epistemological construction with an increasing sense of urgency. Indeed, as a cis-gendered white woman and leader in learning and teaching I have turned back to the poststructural feminist theoretical understandings that informed my earliest work to theorise what ‘messy leadership’ might look like in this space, as a strategic move to work within/against these external reductive forces. We need to interrupt totalizing and exclusivist regimes of truth and I believe Messy Leadership has the potential to contribute to this. This helps move the discussion into the current context which I suggest is a major ‘legitimation crisis’. Sadly, this historic moment has revealed not only how unstable the notion of educational leadership is, but also how the current moves at work to stabilize and constrain leadership can be seen as a marketplace response. Finally, I suggest it is time to address the elephant in the room - if educational leadership is unstable and in crisis, how might we make use of a Messy Leadership to interrupt specific regimes of truth? As Manalansan (2014) reminds us, ““mess is seen not as aberrant but rather as constitutive of social realities and systems” (p. 99). By bringing this lens to our leadership work we can reveal the technologies of power at play, interrupt exclusive and reductionist understandings and create new spaces in leadership. We need to ensure previously erased stories and subjects are made visible and celebrated. This grounded approach to understand leadership ‘from below’, to listen carefully and constructively and to reorienting our stance as leaders has the potential to produce significant shifts in what it means to lead, by interrupting the masculinist dominant subjectivities of educational leadership.
{"title":"Messy Leadership: Interrupting Marketplace Responses to Leadership in Learning and Teaching","authors":"Lisa J. Cary","doi":"10.1177/10526846221148633","DOIUrl":"https://doi.org/10.1177/10526846221148633","url":null,"abstract":"Excellence, professional development, and educational leadership – all of these terms can be seen as unstable, dereferentialised, or empty signifiers - as their meaning (or the work they do) is not fixed. However, in spite of this, they have become ‘part and parcel’ of educational leadership in the Enlightenment institutions of the ‘not so’ modern universities and schools, which are in ruins. These terms are products of what Foucault (1977) termed regimes of truth, and they have become focused on meeting the perceived needs of the neoliberal marketplace. In this paper I address the regime of truth that is entitled: – Educational Leadership. Some have called this turn the ‘Learning Paradigm’ or the ‘Learnification’ of higher education. In order to reveal how this move is made possible, I have drawn upon the work of Hargreaves (1998) and Cary (2004) to investigate this epistemological construction with an increasing sense of urgency. Indeed, as a cis-gendered white woman and leader in learning and teaching I have turned back to the poststructural feminist theoretical understandings that informed my earliest work to theorise what ‘messy leadership’ might look like in this space, as a strategic move to work within/against these external reductive forces. We need to interrupt totalizing and exclusivist regimes of truth and I believe Messy Leadership has the potential to contribute to this. This helps move the discussion into the current context which I suggest is a major ‘legitimation crisis’. Sadly, this historic moment has revealed not only how unstable the notion of educational leadership is, but also how the current moves at work to stabilize and constrain leadership can be seen as a marketplace response. Finally, I suggest it is time to address the elephant in the room - if educational leadership is unstable and in crisis, how might we make use of a Messy Leadership to interrupt specific regimes of truth? As Manalansan (2014) reminds us, ““mess is seen not as aberrant but rather as constitutive of social realities and systems” (p. 99). By bringing this lens to our leadership work we can reveal the technologies of power at play, interrupt exclusive and reductionist understandings and create new spaces in leadership. We need to ensure previously erased stories and subjects are made visible and celebrated. This grounded approach to understand leadership ‘from below’, to listen carefully and constructively and to reorienting our stance as leaders has the potential to produce significant shifts in what it means to lead, by interrupting the masculinist dominant subjectivities of educational leadership.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"66 1","pages":"198 - 213"},"PeriodicalIF":0.0,"publicationDate":"2023-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79529437","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 : 2023-01-09DOI: 10.1177/10526846221149218
S. Weiser, Linsay DeMartino, Alyssa Stasicky
How do school leaders make sense of the mess of the regimes of the normal (Warner, 1993) when they themselves are beyond the norm? While we may be beyond the normal, we are also “awash in the flow of the everyday” (Manalansan, 2018, p. 2). Though we may resist and see ourselves as beyond the norm (Weiser et al., 2019), we are never “in a position of exteriority in relation” (Foucault, 1978, p. 95) to the norms of power. Using data from several different projects collected over the past several years, we conceptualize a new way to consider not only data, but also how embracing new formations of leadership, which may appear messy, can work toward liberatory praxis. Drawing upon our archive of previous projects (DeMartino & Weiser, 2021; Weiser, 2018; Weiser et al., 2019, DeMartino, 2020) that have been published, as well as completed but not-yet-published projects, we funk (Warner, 1993) up our relations to these archives (Cvetkovich, 2003; Manalansan, 2014) to uncover how we have been engaged in the act of making a mess through our research. Parallel to the idea of failure as distinctly queer (Halberstam, 2011),we aim to understand how engaging in the messiness of identity-based research using art and visual methods (Leavy, 2017) can provide pathways forward for educational leaders who are willing to get dirty in order to support members of the educational community who do not fit cleanly into cisheteropatriarchal standards.
{"title":"Like a Pig in Mud: Rejecting the Manicured Boundaries of the Patriarchy","authors":"S. Weiser, Linsay DeMartino, Alyssa Stasicky","doi":"10.1177/10526846221149218","DOIUrl":"https://doi.org/10.1177/10526846221149218","url":null,"abstract":"How do school leaders make sense of the mess of the regimes of the normal (Warner, 1993) when they themselves are beyond the norm? While we may be beyond the normal, we are also “awash in the flow of the everyday” (Manalansan, 2018, p. 2). Though we may resist and see ourselves as beyond the norm (Weiser et al., 2019), we are never “in a position of exteriority in relation” (Foucault, 1978, p. 95) to the norms of power. Using data from several different projects collected over the past several years, we conceptualize a new way to consider not only data, but also how embracing new formations of leadership, which may appear messy, can work toward liberatory praxis. Drawing upon our archive of previous projects (DeMartino & Weiser, 2021; Weiser, 2018; Weiser et al., 2019, DeMartino, 2020) that have been published, as well as completed but not-yet-published projects, we funk (Warner, 1993) up our relations to these archives (Cvetkovich, 2003; Manalansan, 2014) to uncover how we have been engaged in the act of making a mess through our research. Parallel to the idea of failure as distinctly queer (Halberstam, 2011),we aim to understand how engaging in the messiness of identity-based research using art and visual methods (Leavy, 2017) can provide pathways forward for educational leaders who are willing to get dirty in order to support members of the educational community who do not fit cleanly into cisheteropatriarchal standards.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"55 1","pages":"214 - 236"},"PeriodicalIF":0.0,"publicationDate":"2023-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78835893","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 : 2023-01-04DOI: 10.1177/10526846221149219
Leslie Ekpe, Whitney Roach
Since its inception, the United States (U.S.) education system has worked vigorously to stymie and subvert the needs of those deemed to be ‘non-ideal’ (Grumet, 1998; Apple, 2006). From maintaining exclusionary curricula to the manipulation of anti-racist approaches to practice, heteropatriarchal white supremacist structures of education ensure a label of ‘Other’ for those who fail to meet colonial ideals (Pinar, 1998). Marginalized students and practitioners—those who are Black, Indigenous, and People of Color (BIPOC), Lesbian, Gay, Bisexual, Trans, Questioning, Intersex, Asexual+ (LGBTQIA+), people with disabilities, and those with low socioeconomic status (SES), are, as Cathy J. Cohen (2005) suggests queer outliers throughout systems of education. To address exclusionary practices, this article underscores the guise of diversity in schooling and its material impacts on those deemed not ideal. By implementing Critical Race Theory (CRT) (Crenshaw, 1995) and Queer of Color Critique (QOCC) (Ferguson, 2004) within counterstorytelling (Crenshaw, 1988; Morris & Perry, 2016), the authors of this manuscript—both cisgender women: (1) heterosexual and Black, and (1) queer and white—share their respective experiences with(in) academic violence(s). The authors’ narrative explorations interrogate individual and aggregate relationships to educational heteronormative Whiteness (Ahmed, 2007; Love, 2019) and establish pathways for educational leaders to reimagine anti-racist, pro-queer, wholly inclusive educational practices.
{"title":"A Guise of Inclusion: The Survival of ‘Non-Ideal’ Students in White Supremacist Heteropatriarchal Systems of Education","authors":"Leslie Ekpe, Whitney Roach","doi":"10.1177/10526846221149219","DOIUrl":"https://doi.org/10.1177/10526846221149219","url":null,"abstract":"Since its inception, the United States (U.S.) education system has worked vigorously to stymie and subvert the needs of those deemed to be ‘non-ideal’ (Grumet, 1998; Apple, 2006). From maintaining exclusionary curricula to the manipulation of anti-racist approaches to practice, heteropatriarchal white supremacist structures of education ensure a label of ‘Other’ for those who fail to meet colonial ideals (Pinar, 1998). Marginalized students and practitioners—those who are Black, Indigenous, and People of Color (BIPOC), Lesbian, Gay, Bisexual, Trans, Questioning, Intersex, Asexual+ (LGBTQIA+), people with disabilities, and those with low socioeconomic status (SES), are, as Cathy J. Cohen (2005) suggests queer outliers throughout systems of education. To address exclusionary practices, this article underscores the guise of diversity in schooling and its material impacts on those deemed not ideal. By implementing Critical Race Theory (CRT) (Crenshaw, 1995) and Queer of Color Critique (QOCC) (Ferguson, 2004) within counterstorytelling (Crenshaw, 1988; Morris & Perry, 2016), the authors of this manuscript—both cisgender women: (1) heterosexual and Black, and (1) queer and white—share their respective experiences with(in) academic violence(s). The authors’ narrative explorations interrogate individual and aggregate relationships to educational heteronormative Whiteness (Ahmed, 2007; Love, 2019) and establish pathways for educational leaders to reimagine anti-racist, pro-queer, wholly inclusive educational practices.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"60 1","pages":"179 - 197"},"PeriodicalIF":0.0,"publicationDate":"2023-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84924462","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 : 2023-01-03DOI: 10.1177/10526846221149673
Bryan J. Duarte, A. Cordova
Our work seeks to reflexively make visible the blurring of binary markers at the intersection of our research, sexuality, gender, and professional socialization as a necessary disruption to liberate our intersectional possibilities in the making. We argue the queering of educational leadership is met by the intimate and layered experiences of identity dismemberment operating to tarnish, devalue, and displace the wealth of intersectional knowledge. The ultimate goal is to subjugate the researcher; to trace a stencil of a binary identity whereby the image of the non-binary cannot be conjured as contributors to epistemology, theory, methodology, pedagogy, leadership, or practice. We utilize testimonios to interrogate how these lines were drawn from the everyday of academic life to blur the binary; to conjure the queer in every nook and cranny of experiences until the reification of whiteness, patriarchy, and sexuality is made a mess from which prescribed lines can no longer be drawn. We assert the toll of securing this “way” positioned us in a binary, more often than not, to research about queerness without any overlap in the praxis of queerness in the relationships, institutions, and teaching that guard the landscape of “being” in Educational Leadership. In doing so, we position the (re)membering of our identities at the intersection of Queer and Chicana Feminist theoretical perspectives to theorize a third space to heal and build a leadership practice in our image.
{"title":"Creating Our Own Spaces: Disruptive Approaches to Educational Leadership Research","authors":"Bryan J. Duarte, A. Cordova","doi":"10.1177/10526846221149673","DOIUrl":"https://doi.org/10.1177/10526846221149673","url":null,"abstract":"Our work seeks to reflexively make visible the blurring of binary markers at the intersection of our research, sexuality, gender, and professional socialization as a necessary disruption to liberate our intersectional possibilities in the making. We argue the queering of educational leadership is met by the intimate and layered experiences of identity dismemberment operating to tarnish, devalue, and displace the wealth of intersectional knowledge. The ultimate goal is to subjugate the researcher; to trace a stencil of a binary identity whereby the image of the non-binary cannot be conjured as contributors to epistemology, theory, methodology, pedagogy, leadership, or practice. We utilize testimonios to interrogate how these lines were drawn from the everyday of academic life to blur the binary; to conjure the queer in every nook and cranny of experiences until the reification of whiteness, patriarchy, and sexuality is made a mess from which prescribed lines can no longer be drawn. We assert the toll of securing this “way” positioned us in a binary, more often than not, to research about queerness without any overlap in the praxis of queerness in the relationships, institutions, and teaching that guard the landscape of “being” in Educational Leadership. In doing so, we position the (re)membering of our identities at the intersection of Queer and Chicana Feminist theoretical perspectives to theorize a third space to heal and build a leadership practice in our image.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"27 1","pages":"141 - 162"},"PeriodicalIF":0.0,"publicationDate":"2023-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80690587","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 : 2023-01-03DOI: 10.1177/10526846221149220
Heraclio Flores, I. Aguilar
Framed by queer theory, this qualitative study sought to better understand the unique experiences of homophobia that occur amongst Latinx gender and sexually diverse youth (GSDY) in south Texas. Latinx GSDY in this borderland region, are less likely to be in schools that adopt affirming policies and are therefore more likely to experience homophobia. The study collected written journal responses from eight Latinx gender and sexually diverse alumni of borderland region schools that presently serve as community leaders and advocates. Findings suggest that homophobia is experienced as trauma and that participants employed positive trauma responses to confront their experiences.
{"title":"Heteronormativity in Education Within a South Texas Borderland Region: A Qualitative Study","authors":"Heraclio Flores, I. Aguilar","doi":"10.1177/10526846221149220","DOIUrl":"https://doi.org/10.1177/10526846221149220","url":null,"abstract":"Framed by queer theory, this qualitative study sought to better understand the unique experiences of homophobia that occur amongst Latinx gender and sexually diverse youth (GSDY) in south Texas. Latinx GSDY in this borderland region, are less likely to be in schools that adopt affirming policies and are therefore more likely to experience homophobia. The study collected written journal responses from eight Latinx gender and sexually diverse alumni of borderland region schools that presently serve as community leaders and advocates. Findings suggest that homophobia is experienced as trauma and that participants employed positive trauma responses to confront their experiences.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"23 1","pages":"118 - 140"},"PeriodicalIF":0.0,"publicationDate":"2023-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83215888","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 : 2022-12-26DOI: 10.1177/10526846221149213
S. Wilcox
Recent education policies and laws such as a new rule to Title IX by the U.S. Department of Education (2020) and the Parental Rights in Education (HB 1557, 2022) also known as the “Don’t Say Gay” law in Florida have important implications for how educational leaders are expected to address issues of gender, sexuality, and school-based sexual violence in public schools. The purpose of this article is to examine how education laws, policies, and practices privilege heteronormative values in our public schools and how the lack of educational preparation of school officials are complicit in the maintenance of hegemonic racial, gender and sexuality structures in public schooling. Structural intersectionality grounds this study and maps the corporeal consequences of systems of oppression while political intersectionality describes the strategies used to fight against those systems of oppression (Crenshaw, 2014). The study uses a qualitative narrative inquiry methodology to examine coursework data of doctoral students in an education leadership program to interpret their understanding of gender justice in teaching and leadership in public schools. Critical policy analysis as a discursive analytic is used in this study to reveal the interrelatedness of theory and method. The implications of this study bear important implications for understanding the need for gender justice curriculum in school leadership preparation programs and offers thoughts on how queering curricula can be an act of education activism.
{"title":"Queering School Leadership Preparation Curricula for Gender Justice in Public Schooling","authors":"S. Wilcox","doi":"10.1177/10526846221149213","DOIUrl":"https://doi.org/10.1177/10526846221149213","url":null,"abstract":"Recent education policies and laws such as a new rule to Title IX by the U.S. Department of Education (2020) and the Parental Rights in Education (HB 1557, 2022) also known as the “Don’t Say Gay” law in Florida have important implications for how educational leaders are expected to address issues of gender, sexuality, and school-based sexual violence in public schools. The purpose of this article is to examine how education laws, policies, and practices privilege heteronormative values in our public schools and how the lack of educational preparation of school officials are complicit in the maintenance of hegemonic racial, gender and sexuality structures in public schooling. Structural intersectionality grounds this study and maps the corporeal consequences of systems of oppression while political intersectionality describes the strategies used to fight against those systems of oppression (Crenshaw, 2014). The study uses a qualitative narrative inquiry methodology to examine coursework data of doctoral students in an education leadership program to interpret their understanding of gender justice in teaching and leadership in public schools. Critical policy analysis as a discursive analytic is used in this study to reveal the interrelatedness of theory and method. The implications of this study bear important implications for understanding the need for gender justice curriculum in school leadership preparation programs and offers thoughts on how queering curricula can be an act of education activism.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"1 1","pages":"163 - 178"},"PeriodicalIF":0.0,"publicationDate":"2022-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90259331","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 : 2022-12-23DOI: 10.1177/10526846221148636
S. Odell
The Listening Guide method was founded in opposition to other forms of interview coding which either put data into predetermined and/or binary categories. Feminist psychologists believed that other methods of qualitative research disappeared the undertheorized portions of subjects’ narratives. This method does not seek to only hear voices of queer or gender non-conforming educational leaders, but also to hear the contradictions, complexities and multiple voices of cisgendered men and women and enable researchers to hear that a binary construction of gender is not the place where most school leaders live. The Listening Guide is an act of resistance, forcing research away from calcifying experience into static categories. The Listening Guide also acknowledges that multiplicity of self is authentic. Individuals tend to speak in more than one voice at a given time, depending on their context and the culture in which they exist. One can think of this as being like a borderland where different pieces of our identity converge, some taking on greater importance based on context. Gender, race, and sexual identities exist in relationship to one another within everyone, and the contextual nature of how these identities cause us to behave or influence how we are perceived can be heard using this method. The messiness of identity is allowed to come to the surface, resisting binaries and hierarchy in categorization. Listening meets at the intersection of method and praxis, and voice enables researchers to hear the stories at the margins of educational leadership.
{"title":"Listening as Methodological Resistance: Hearing Voices at the Margins of Educational Leadership","authors":"S. Odell","doi":"10.1177/10526846221148636","DOIUrl":"https://doi.org/10.1177/10526846221148636","url":null,"abstract":"The Listening Guide method was founded in opposition to other forms of interview coding which either put data into predetermined and/or binary categories. Feminist psychologists believed that other methods of qualitative research disappeared the undertheorized portions of subjects’ narratives. This method does not seek to only hear voices of queer or gender non-conforming educational leaders, but also to hear the contradictions, complexities and multiple voices of cisgendered men and women and enable researchers to hear that a binary construction of gender is not the place where most school leaders live. The Listening Guide is an act of resistance, forcing research away from calcifying experience into static categories. The Listening Guide also acknowledges that multiplicity of self is authentic. Individuals tend to speak in more than one voice at a given time, depending on their context and the culture in which they exist. One can think of this as being like a borderland where different pieces of our identity converge, some taking on greater importance based on context. Gender, race, and sexual identities exist in relationship to one another within everyone, and the contextual nature of how these identities cause us to behave or influence how we are perceived can be heard using this method. The messiness of identity is allowed to come to the surface, resisting binaries and hierarchy in categorization. Listening meets at the intersection of method and praxis, and voice enables researchers to hear the stories at the margins of educational leadership.","PeriodicalId":92928,"journal":{"name":"Journal of school leadership","volume":"74 1","pages":"98 - 117"},"PeriodicalIF":0.0,"publicationDate":"2022-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75280457","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 : 2022-11-29DOI: 10.1177/10526846221134006
Anita Caduff, A. Daly, Kara S. Finnigan, Christina C. Leal
Research provides ample evidence that positive social relations and access to knowledge are supportive for educational change. However, few studies have examined how personnel turnover and restructuring in school districts influence these processes, specifically as they relate to leaders’ access to research evidence and perception of organizational learning and culture. In this longitudinal exploratory mixed-methods case study, we examine the changes in social networks and organizational learning among school and district leaders during a 3-year district restructuring process. Our study uses social network analysis, bivariate analyses, and qualitative coding. We surveyed district and school leaders about their districts’ capacity for organizational learning, organizational culture, and social ties around research evidence. Our results suggest a decrease in the district’s capacity to diffuse ideas from research between Years 1 and 3, which may inhibit efforts for improvement. Further, the data on school and district leaders who did not leave the district indicates a decrease in the perception of organizational learning and culture in school sites, but not in the district with differences between principals and central office staff. Qualitative findings support an association between the restructuring and changes in organizational learning and social structures and provide further reasons for the changes (e.g., lack of communication, time to maintain/build relationships, and opportunities for professional development). These findings speak to the importance of leaders focusing on the social side of change during times of churn, including strengthening trust, fostering collective values and beliefs, and countering division.
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