1st Edition

International Perspectives on Maladministration in Education
Theories, Research, and Critiques





ISBN 9781138556645
Published April 26, 2018 by Routledge
234 Pages 8 B/W Illustrations

USD $49.95

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Book Description

This volume develops a theoretical and critical foundation for understanding "maladministration"—the phenomena of harmful administrative and organisational behaviours in educational systems. Chapter authors provide theoretical and practice-based perspectives across international contexts regarding common destructive practices that occur in educational organisations, such as negligence and mistreatment of people, professional dishonesty, fraud and embezzlement, abuse of power, and corrupt organisational cultures. International Perspectives on Maladministration in Education shines a light on this complex topic by examining various practices at individual, group, organisational, and system levels; the contexts and influences that give rise to them; and potential remedies to ensure more accountable, just, and safe institutions.

Table of Contents

Contents

List of Figures

List of Tables

Chapter 1 Introduction: The Landscape of Maladministration in Education
Eugenie A. Samier and Peter Milley

PART I - Foundational Theories and Models

Chapter 2 The Total Toxic Institution: When Organisations Fail Psychologically, Socially and Morally
Eugenie A. Samier

Chapter 3 A Critical Theory Analysis of the Production of Toxic and Zombie Leadership in the Context of Neoliberalism
John Smyth

Chapter 4 Maladministration in the UK Education System: A Sociolinguistic Perspective
Yasemin Yildiz

Chapter 5 Systemic Maladministration in the Digital Age: Serving the Individual or Bureaucracy in Educational Administration?
Eveline Wittmann

PART II - Researching and Teaching the Dark Side

Chapter 6 Beyond the Normative: Theorising Maladministration Relationally
Scott Eacott

Chapter 7 Methodological Issues in Researching Maladministration
Megan Crawford

Chapter 8 Foundational Understandings of the ‘Dark Side’ of Leadership: Can Machiavelli, in Neoliberal Times, Assist Graduate Readings of the Word and World?
Carol E. Harris

PART III - Contemporary Issues and Cases Internationally

Chapter 9 The Intersectionality of Leadership: International Considerations
Sheri R. Klein and Read Montgomery Diket

Chapter 10 Analysis of Maladministration of Selection and Assignment of School Principals in Turkey: A Critical Perspective
Kadir Beycioglu, İdris Şahin, and Fatma Kesik

Chapter 11 The Good School/The Bad Head Teacher: Neo-Managerialism and the Re-Making of the Head Teacher
Danilo Taglietti, Emiliano Grimaldi, and Roberto Serpieri

Chapter 12 Strategies of Discursive Closure Maladministrators Use to ‘Manage’ Their Misdeeds
Peter Milley

Chapter 13 Administrators Behaving (and Being Treated) Badly Under Neoliberal Global Conditions: Playing Players Played
Duncan Waite and Jason R. Swisher

Chapter 14 Workplace Bullying in Schools: An Ecological Perspective
Corene De Wet

Contributors

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Editor(s)

Biography

Eugenie A. Samier is Reader in the School of Education at the University of Strathclyde, Scotland.

Peter Milley is Assistant Professor of Leadership, Evaluation, Curriculum, and Policy and Senior Research Associate of the Centre for Research on Educational and Community Services at the University of Ottawa, Canada.

Reviews

"Malign performance metrics, soul-crushing audit systems, and wannabe Machiavellians beware, International Perspectives on Maladministration in Education deftly exposes the dark underbelly of educational management culture in the neoliberal era. These superb critical essays do more than expose the entrenched systems that produce toxic administration, they help us imagine alternative forms of institutional life based on democratic values, practices, and shared governance." 
—Alexander J. Means, Assistant Professor, Department of Social and Psychological Foundations of Education, State University of New York, College at Buffalo, USA

"This book takes a measured, thoughtful, and unrelenting look at the forces at play in contemporary education, interrogates practices of maladministration, and calls for a more humane organisation that will release rather than stifle human potential."
—Janice Wallace, Professor Emerita, Department of Educational Policy Studies, University of Alberta, Canada