Theorising Identity and Subjectivity in Educational Leadership Researchbrings together a range of international scholars to examine identity and subjectivities in educational leadership in new and original ways. The chapters draw on a variety of approaches in theory and method to demonstrate the important new developments in understanding identity and subjectivity beyond the traditional ways of understanding and thinking about identity in the field of educational leadership.
The book highlights empirical, theoretical, and conceptual research that offers new ways of thinking about the work of educational leaders. The authors take critical approaches to exploring the influences of gender, race, sexuality, class, power, and discourse on the identity and subjectivity formation of educational leaders. It provides global perspectives on educational leadership research and researchers and offer exciting new approaches to theorising and researching these issues.
This book will appeal to researchers, students, and professionals working in the fields of educational leadership and sociology, and the chapters within offer readers new perspectives in understanding educational leaders, their work, and their identities.
Introduction (Richard Niesche and Amanda Heffernan)
Chapter 1: Conceptualising constructions of educational-leader identity (Steven J. Courtney and Ruth McGinity)
Chapter 2: Identity, subjectivity and agency: feminists re-conceptualising educational leadership within / against / beyond the neo-liberal self (Jill Blackmore)
Chapter 3: The principalship as a social relation (Scott Eacott)
Chapter 4: This Bridge Called My Leadership: Leading America’s Schools While Black and Female (Sonya Douglass Horsford)
Chapter 5: Towards an ethics of leadership (Donald Gillies)
Chapter 6: Manufacturing the Woman Leader: How Can Wardrobes Help Us to Understand Leadership Identities? (Amanda Heffernan and Pat Thomson)
Chapter 7: Tropes and tall tales: Leadership in the neoliberalised world of English academies (Matthew Clarke and Linda Hammersley-Fletcher)
Chapter 8: Being, becoming, and questioning the school leader: An autoethnographic exploration of a woman in the middle (Deborah M. Netolicky)
Chapter 9: The Will Not to Know: Data Leadership, Necropolitics and Ethnic-Racialized Student Subjectivities (Dorthe Staunæs and Jon Sparre Bach Conrad)
Chapter 10: Subjectivity and the school principal: Governing at the intersection of power and truth (Richard Niesche)
Chapter 11: A Day in the Life Performance of a Re/Dis/Un/Covering Administrator (Dawn C. Wallin)
Chapter 12: Exploring and Que(e)rying the Subjectivity of Educational Leadership Researchers Who Pursue Queer Issues (Bryan J. Duarte and Gavin Murphy)
Chapter 13: That’s enough about me: Exploring leaders’ identities in schools in challenging circumstances (Gerry Mac Ruairc)
This series brings major theorists from the social and political sciences to critical studies of educational leadership, management and administration. The books provide accessible introductions to key theories combined with explanations of what they offer that will deepen, enliven and enrich studies of schools, further and higher education and adult and community education settings.
Topics covered are those which affect the everyday practices of leaders - social justice, media, markets, surveillance, values, communication, entrepreneurialism, risk management and accountability. The series provides theoretical and methodological resources for those who engaged in formal study of educational leadership, management and administration. It also offers alternative approaches to naming, framing and acting for those who are engaged in the practice of educational leadership, management or administration, or who are providing training and policy for practising educational leaders.