Leadership and the Reform of Education

Advocating a Post-structuralist Politics for Educational Leadership

“…However, post-structuralist thought has had a much more limited use in the field of ELMA(some exceptions include Blackmore, 1999;Cohen, 2014;English, 2002English, , 2003Maxcy, 1991Maxcy, , 1994Niesche, 2010Niesche, , 2011Niesche, , 2013. Perhaps the reasons for this are more to do with the leadership field being a conservative field that is heavily focused on capturing the essence of leadership through the latest model; strongly influenced by the school effectiveness movement; and an international leadership industry geared towards selling its latest problem-solving list of how to bullet points (Gunter, 2001(Gunter, , 2011. For those of us seeking for alternatives to traditional or mainstream approaches, or who are looking for more critically informed approaches, then post-structuralist ideas can prove very helpful.…”

Scripting, ritualising and performing leadership: interrogating recent policy developments in Australia

“…Documents such as the Australian charter for the professional learning of teachers and school leaders (Australian Institute for Teaching and School Leadership [AITSL] 2011) as well as A background paper to inform the development of a national professional development framework for teachers and school leaders (Timperley 2011 [hereafter Background paper]) and Our schools our future (Caldwell and Loader 2010) are policy props that ensure a level of adherence to and compliance with the efficient and effective implementation of the wider reform agenda (see here Gewirtz 2002, Gunter 2012. The underpinning message in these policy scripts is that in order for schools to be effective and future focused, school leaders and teachers are required to embrace change that is 'aligned with school, sector and system goals' (AITSL 2011, p. 3).…”

“…Reform is the antidote to this chilling narrative; systemic reform will alleviate and rehabilitate and the school leader is ultimately mobilised as the protagonist who will 'transform' and 'deliver' what is required for a successful outcome (Gunter 2012). Thus, there is limited scope for improvisation (Schechner 2003) primarily because accountability mechanisms and policy directives codify the professional expertise that leaders are required to possess, act out and act on.…”

Researching and conceptualising the field

“…For example, in England activity has been about prescribing and making transparent what is required: first, knowledge about data and how to maximise student performance through managerial techniques of targeting individuals, setting targets, monitoring and holding children and the workforce responsible for outcomes (DfES 2004); second, behaviour control through the operation of managerialism where particular types of language, deportment and general conduct are demanded through redefinitions of professionalism and the adoption of standards by which technique is measured and rewarded (DfEE 1998); and, third, skills development through the training and accreditation of vision and mission, the use of emotional intelligence techniques, and the effective delegation of work (known as distributed leadership) to others who are also known as leaders (Hopkins 2001). This activity has been designed and undertaken through contractual relationships between governments and knowledge workers in companies and universities, and it is what I have called a regime of practice (Gunter 2012a). The regime exchanges knowledge (new and improved leadership products, particularly labels and soundbites) and so achieves status and acclaim in the knowledge market place.…”

“…In summary, the leader is characterised as a person (not necessarily a teacher) who has the agency to deliver nationally and externally determined reforms locally; leading is defined as undertaking prescribed 204 H. Gunter activity using the right type of knowledge and skills to secure the school as a unitary organisation; and leadership, as a power process, is the property of an elite individual who will require and enable compliance from the workforce, students, parents and community. The activity necessary to design, communicate and develop this is how governments have sought to intervene within and to use particular types of thinking: the first type is based on the Ministers' and Civil Servants' own assumptions and beliefs about what is normal and necessary to bring about change, and the second is based on personal and professional links with particular researchers and entrepreneurs who speak and deliver in ways that enable political projects to be secured (Gunter 2012a).…”