A new public educative leadership?

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Abstract

Educative leaders, leading and leadership are not officially recognised or enabled for or within public educational services in England. The modernisation of education may add ‘educational’ to ‘leadership’ in spoken and written texts, but the change imperative is usually premised on ‘school’, ‘distributed’, ‘instructional’ and ‘transformational’ leaders, leading and leadership as organisational and performance technologies. Thinking and doing otherwise tends to be officially ignored or condemned as rebellious, with those involved being denounced as ‘the enemies of promise’ (Gove, 2013). While recognising these dangers, our commentary sets out to reveal the importance and authenticity of educative leaders, leading and leadership as a relational and activist pedagogy, in which we present a standpoint that is rooted in Economic and Social Research Council-funded primary research and is informed by social science theorising (Courtney, 2017; Gunter, 2012, 2018).
Original languageEnglish
Pages (from-to)1
Number of pages5
JournalManagement in Education
Early online date21 Jul 2020
DOIs
Publication statusPublished - 21 Jul 2020

Research Beacons, Institutes and Platforms

  • Policy@Manchester

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