1st Edition

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

Edited By Eugenie A. Samier, Peter Milley Copyright 2018
    244 Pages 8 B/W Illustrations
    by Routledge

    244 Pages 8 B/W Illustrations
    by Routledge

    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.

    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

    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.

    "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