Foreword

Abstract

Conversation about the knowledge base for educational administration can be traced to 1875 when William Payne published Chapters on School Supervision and to 1882 when A. N. Raub published School Management (Campbell, Fleming, Newell, & Bennion, 1987). Credit for originating the formal study of school administration is given to Ellwood P. Cubberley and George D. Strayer, who received the first known doctorates in Educational Administration in 1905 from Teachers College, Columbia (Campbell et al., 1987). From 1875 until 1999, many societal changes and academic publications have influenced this field. Presently, there are two handbooks of research on educational administration (Boyan, 1988;Murphy & Louis, 1999), both of which signal a need for continued discussion about the knowledge base for educational administration. This issue of Educational Administration Quarterly is a medium in which that conversation can continue.The first Handbook of Research on Educational Administration was published in 1988 and was edited by Norman J. Boyan. That handbook contains the thoughts of 36 authors about inquiry in educational administration for the 30 years preceding 1988. In the first chapter, "A Century's Quest for a Knowledge Base," Culbertson (1988) chronologically traces the perspectives of science and the corresponding influences on research and the knowledge base in educational administration. As Culbertson states, Leading scholars of educational administration have constantly worn cloaks of science. However, the fabrics from which the cloaks were cut, the patterns that shaped them, the distinctive styles they reflected, and the societal climate in which they were worn have changed as one era gave way to another. (pp. 20-21) 466

Introduction: Coloniality, Educational Leadership, and White Supremacy: The Other Global Pandemic

“…For example, we know that the canons of the field of educational administration, including some of its foremost architects, were active in forwarding a White supremacist, settler-colonial agenda. For example, the various descriptors of modern schools—e.g., the factory model, the business management model, the corporate school model ( Schlechty & Joslin, 1984 )—along with the formal study of educational administration, are widely attributed to the beliefs and works of Ellwood Cubberley ( Brazer & Bauer, 2013 ; Button, 1966 ; Erickson, 1965 ; Guthrie et al, 1970 ; Rinehart & Logan, 1999 ; Tyack, 1974 ). As a former professor and head of Stanford University's College of Education from 1898–1933, Cubberley is considered the architect of the contemporary scientific, management, and factory school models ( Tyack & Cuban, 1995 ).…”