<i>Get off my bus!</i>School leaders, vision work and the elimination of teachers

Courtney, Steven J.; Gunter, Helen

doi:10.1080/13603124.2014.992476

Cited by 64 publications

(57 citation statements)

References 37 publications

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“…PaulPaul constructs democratic accountability as hegemonic and bureaucratic, antithetical to the competition that for him is the driver of improved outcomes. He also accepts the discursively allocated role of himself as leader, delivering improvements through vision work he alone is qualified or entitled to have (Courtney and Gunter 2015). By way of contrast, where Les mentions 'vision' not once in the first interview, Paul refers to it, and in relation to himself, 12 times.…”

Section: Privileging the Corporate And Deprivileging The Welfarist Hmentioning

confidence: 99%

Corporatising school leadership through hysteresis

Courtney

2016

British Journal of Sociology of Education

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This article builds on the established notion that schools are hierarchised through policy, accruing different amounts and types of symbolic capital, by examining how this is reflected in the habitus of the leaders of new, privileged school types. The article uses Bourdieu's concept of hysteresis, or a dislocation between the habitus which formerly produced success in the field and the habitus currently necessary following changes in field conditions. Using crafted narrative accounts from two headteachers, I argue that rather than simply being an effect of change, hysteresis may be an actively sought outcome whereby the state intervenes in a field-education-to deprivilege welfarist leaders and privilege corporatised leaders through structurally facilitating their habitus and mandating its dispositions for the field. However, insofar as deprivileged actors may draw strength and an identity from rejecting corporatisation, the concept of hysteresis must be extended to include notions of agentic dissidence.

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Section: Privileging the Corporate And Deprivileging The Welfarist Hmentioning

confidence: 99%

Corporatising school leadership through hysteresis

Courtney

2016

British Journal of Sociology of Education

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“…Having clear vision and mission is a fundamental vehicle for school principals for developing teaching and learning at school [19]. Constructing vision and removing unsatisfactory teaching lead to raise standards in a school [4]. On the other hand, primary school principals need teachers to practice on "creative problem-solving and inquiry learning" to lead life-long learning [14].…”

Section: Theme 1: a Positive Primary School Principalmentioning

confidence: 99%

Proposing a Primary School Principalship Model through Positive and Negative Metaphoric Perspective

Erden¹

2016

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Primary school ages are very important for the students. It is the time for most students start their formal education period. The aim of the current research is to explore the perceptions of the teachers, 4 th year initial teacher training students from education faculties, parents, vice principals and primary school principals as the key stakeholders (TSPVPPSPs) in two groups, to identify positive and negative metaphors of primary school principals and propose a primary school principalship model. Qualitative research paradigm under interpretive methodology was used in the current study. Group 1 consisted of 60 focus group members (FGMs) and Group 2 involved 60 in-dept-interviewers (IDInts). Data were collected through metaphoric perspective. The key stakeholders were asked to write in full sentences on if they would define the school principal, what positive and negative metaphor/s they would use and they were also asked to give their justifications. Interpretive approach for data collection was used and data were analyzed using content analysis method. Identified positive metaphors describe primary school principals as talented supervisors, as leaders, as the one who carries the Olympic-flame, as a negotiator and as a sensitive teddy whereas identified negative metaphors describe primary school principals as pollution, as mis-user of the rights and as a mechanical machine.

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“…Previous conceptualisations of corporatised leadership highlight (but do not solely focus on) what might be understood as the endogenous privatisation of those professionals constructed as school leaders themselves, locating leaders and leadership at least partly within physical spaces recognisable as schools and within biographical accounts featuring pedagogy and professionalism. Explicit relations with and interventions from the private sector may arise, for example, through governance arrangements and industry-informed teaching and learning -or content creation and delivery (Courtney, 2015a(Courtney, , 2016Courtney & Gunter, 2015), but the key actor remains the person heading up the school. However, these new forms of privatisation are exogenous: they are enacted in boardrooms far from the school.…”

Section: Introductionmentioning

confidence: 99%

Privatising educational leadership through technology in the Trumpian era

Courtney

2017

Journal of Educational Administration and History

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This article focuses on the changes that the election of Donald Trump enables in education policy domestically and in education discourse internationally. I argue that Trump's own charismatic leadership style is a distraction from the privatisation that it is facilitating through Betsy DeVos, Trump's appointment as US Education Secretary. I draw on two contemporary examples of technology-enabled privatisation in education-cyber charters and predictive analytics using big data-to argue that in the Trumpian era, educational leadership may be shifting from corporatised forms, where professionals understood as "school leaders" fulfil corporate objectives through corporatised means. Instead, Trumpian-era privatised educational leadership retreats fully behind the technology boardroom door, where it renders superfluous lead professionals in education institutions, and where its objectives are to generate profit through re-conceptualising learners as data providers. This analysis highlights the need for new tools and methods to describe and explain what is happening, and to help develop understandings of what educational leadership in this new landscape might be, do or achieve.

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Get off my bus!School leaders, vision work and the elimination of teachers

Cited by 64 publications

References 37 publications

Corporatising school leadership through hysteresis

Corporatising school leadership through hysteresis

Proposing a Primary School Principalship Model through Positive and Negative Metaphoric Perspective

Privatising educational leadership through technology in the Trumpian era

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