Emotional Dimensions of Educational Administration and Leadership
Emotional Dimensions of Educational Administration and Leadership explores foundational theories for emotional dimensions of educational administration and leadership as they influence our understanding, analysis and practice in the field. It covers a broad range of topics, such as ethics, authority, personality, social justice, gender discrimination, organisational culture, decision-making, accountability and marketisation.
The first section, ‘Theoretical Foundations’, includes discussion of the early modern romantic philosophy that produced the heroic notion of leadership, the idealist philosophy of Hegel, existential concerns through Kierkegaard, the contributions of psychoanalysis, and Habermasian critical theory. The second section, ‘Types of Emotional Analysis’, includes examinations of the material culture, emotional economies, the politics of emotion, and the relationship between emotion and rationality. The last section, 'Critical and Contemporary Issues', includes critiques of the fear arising from accountability regimes, the political economy of the market model, a feminist critique of ideologies reflecting emotional investments, narrative expressions for the emotional context of teamwork, the problem of narcissism, and the emotional dimensions of role engagement.
This volume explores an area that is only just re-emergent in the last few years. The collection demonstrates the relevance to practical issues and problems internationally, both within the organisational context and extra-organisationally with a focus on the application of emotional factors as they affect our understanding of, and practice in, educational organisations. The emotions of education affect the implementation of political values and culture within organisations.
Editors' Introduction, Eugenie A. Samier and Michèle Schmidt Part One: Theoretical Foundations 1. The Romantic Philosophy of Mind: The Elevation of Emotion to the (Anti-)Heroic Ideal, Eugenie A. Samier 2. Philosophy and Authority: Passion in Ambivalence, Nigel Tubbs 3. Kierkegaard, Emotion, and the Individual: Passion of the Infinite as the Truth for Educational Leadership, Yaroslav Senyshyn 4. Unconscious Dynamics in the Educational Organisation: Psychoanalytic Contributions to Administration and Leadership Studies, Eugenie A. Samier 5. Towards a Critical Theory of Emotions in Educational Leadership and Administration: Building on Concepts from Jürgen Habermas, Peter Milley Part Two: Types of Emotional Analysis 6. Desks and Office Spaces: Personal, Emotional, and Organisational Sites for Leading, Sheri Klein 7. The Politics of Emotions: Affective Economies, Ambivalence, and Transformation, Michalinos Zembylas 8. Measures of Hope and Despair: Emotionality, Politics, and Education, Jill Blackmore 9. My Head and My Heart: De-Constructing the Historical/Hysterical Binary that Conceals and Reveals Emotion in Educational Leadership, Cheryl L. Bolton and Fenwick W. English Part Three: Critical and Contemporary Issues 10. Accountability and the Educational Leader: Where Does Fear Fit In?, Michèle Schmidt 11. The Political Economy of the Emotions: Individualism, Culture and Markets, and the Administration of the Self in Education, Richard Bates 12.‘Let’s Get Personal’: Disrupting Gender Norms in Educational Organisations, Janice Wallace 13. The Leader and the Team: Emotional Context in Educational Leadership, Megan Crawford 14. Emotional Engagement with Leadership, Peter Gronn 15. The Problem of Narcissists in Positions of Power: The Grandiose, the Callous, and the Irresponsible in Educational Administration and Leadership, Eugenie A. Samier and Terryl Atkins
This book if published will contribute to new understandings of familiar material both by treating it in an original and stimulating manner and also by applying this to a context in which to date, whilst this has been attracting increasing attention, has received relatively little attention to date. It will also, mainly in its second and third parts, present new material gained from research. Given all this, and given the combination of established and relatively new scholarly contributors to the fields of educational leadership and administration, this book will certainly be welcomed by tutors and students alike. It should also be of interest to a wide variety of practitioners.
Given the quality and originality of the two books that Eugenie Samier has edited for the Routledge in recent times (‘Ethical Foundations for Educational Administration;’ and ‘Aesthetic Dimensions of Educational Administration and Leadership’) and given the general excellence of the proposed contributors she has attracted, I am confident that the scholarship that goes into this proposal is excellent.
I believe that this remarkably full and through proposal is very well thought through. It will seek to offer a philosophical and theoretical foundation for an area of growing significance which has largely hitherto lacked this. P. Ribbins