This volume provides diverse perspectives and paradigms in educational administration and leadership. Focusing on particular philosophical and theoretical schools of thought, it traces the contemporary history of debates in the field while also exploring emerging, non-traditional schools for insight and potential contributions to educational administration in multi-cultural contexts. It critically examines trends and issues in society and their impact on educational theory, and gives an overview of the scholarly study of organizations, administration, and leadership to develop introductory understandings of significant concepts and theories.
Introduction Paul Newton and David Burgess Part I: Antecedents and Debates 1. Examining the Antecedents of Methodological Diversity in Contemporary Educational Administration David Burgess and Paul Newton 2. Toward the Fifth Age: The Continuing Evolution of Academic Educational Administration Derek J. Alison 3. Thomas Greenfield and the Foundations of Educational Administration Augusto Riveros 4. Critical Theory in Educational Administration: An Overview of the Field Renate Kahlke 5. Feminist Thought and / in Educational Administration: Conceptualising the Issues Dawn Wallin 6. Postmodernism Deborah Hicks 7. Naturalistic Coherentism Madeline M. Press Part II: Diverse Perspectives8. Critical Realism Robin Mueller 9. Cognition and Administrative Practices in Education Augusto Riveros 10. Sociological Approaches to Educational Administration and Leadership Scott Eacott 11. Cultural Perspectives on Schooling Pamela Timanson and José da Costa 12. Daoist Perspectives on Educational Leadership Tram Truong Anh Nguyen 13. Rethinking Conceptions of First Nations Educational Leadership and Ethics Gerald Fallon and Jerald Paquette 14. Beginning in the Middle: Networks, Processes, and Socio-material Relations in Educational Administration Melody Viczko 15. Rethinking Schools as Living Systems Coral Mitchell and Larry Sackney Epilogue: Engaged Scholarship, Epistemic Cultures, and the Worlds of Practitioner and Scholar Pat Renihan and Fred Renihan