Leading otherwise: using a feminist-poststructuralist and postcolonial lens to create alternative spaces for early childhood educational leaders

Davis, Karina; Krieg, Susan; Smith, Kylie

doi:10.1080/13603124.2014.943296

Cited by 22 publications

(9 citation statements)

References 45 publications

(38 reference statements)

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“…Complexity theory attends to the concern that ECE leadership has not been adequately conceptualised in a way that recognises the complexity of ECE settings and the importance of emerging leadership (Shin, Recchia, Lee, Lee, & Mullarkey, 2004;Urban, 2008). It also responds to the lack of theorisation of a unique model of leadership for ECE (Davis, Krieg, & Smith, 2015;Waniganayake et al, 2016) and the propensity for 'accidental' leadership that can leave educators unprepared for leadership and formal roles of leadership in ECE settings (Hard, 2008;Hard & Jónsdóttir, 2013). Complexity leadership theory with its primary focus on emergence and self-organisation could offer educators the opportunity to practice 'leading' behaviours and to assert leadership without the central control and approval of those in formal leadership roles.…”

Section: Limitations Of Complexity Leadership Theorymentioning

confidence: 99%

Developing a learning organization – creating a common culture of knowledge sharing

Granrusten¹

2019

Leadership in Early Education in Times of Change

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Leadership in early education in times of change depicts topical issues of leadership within the context of Early Childhood Education (ECE) from various perspectives. It aims to contribute to the advancement of ECE leadership preparation and training as well as leadership enactment and governance by presenting current research and innovative ideas from five continents (Europe, Africa, Asia, Australia and North America).Societal and educational reforms as well as increasing research on ECE leadership and pedagogy call for transformational and active leadership. The chapters in this book explore local solutions, innovations and leadership activity that respond to contemporary expectations and challenges in a timely manner. The studies presented in this book provide windows for proactive, advanced leadership enactment, governance and training, which renew local educational communities, the ECE profession and leadership itself. Varying functional environments presented in these studies expand and diversify our understanding of leadership processes in changing operational contexts. Even though the contexts of leadership vary, the universal essence of leadership as reflected in the chapters in this book appears to be collaborative, participative, inclusive, learning focused as well as developing capacity by building on existing knowledge. This book presents current ECE leadership research from five continents. It advances the knowledge base of ECE leadership through research collaboration and dissemination of research findings. The authors of this book have discovered leadership phenomena from four perspectives comprising of: i) Leadership preparation and training: Leader preparation is among the high importance topics in ECE today. The chapters in this section present innovative approaches in preparing ECE leaders and teachers involved in daily practice of ECE as well as working at universities. They share commonalities in their practice through their contributions to mentoring, training and by participating in development projects. This section also presents chapters focusing on the current status of human resource and personnel development and professional learning in ECE. ii) Enacting and Developing Leadership: The chapters focusing on enacting and developing ECE settings present the implementation of new leadership mod-

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Section: Limitations Of Complexity Leadership Theorymentioning

confidence: 99%

Developing a learning organization – creating a common culture of knowledge sharing

Granrusten¹

2019

Leadership in Early Education in Times of Change

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Section: Limitations Of Complexity Leadership Theorymentioning

confidence: 99%

How do early childhood education directors in Finland see themselves?

Soukainen¹

2019

Leadership in Early Education in Times of Change

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As an Emerita Professor based on my long academic carrier as a researcher and trainer, I affirm the importance of leadership in Early Childhood Education (ECE) for daily work practice in ECE settings. Likewise, the demand for ECE leadership research and training has been growing over the past few decades and today, there is more clarity about the directions we need to take into the future. Both academic researchers and EC leaders on all levels of ECE governance have demonstrated this growing importance of EC leadership work. But still, leadership research has taken only its first steps.The demand for increasing research-based knowledge on EC leadership is huge as being experienced by leadership actors and specialists on the ECE field including the academic and professional organizations. This book offers research-based knowledge on EC leadership at an international level. The authors are international specialists on leadership in ECE. Their up-to-date articles challenge the readers to dialogue with EC leadership practice and renew their understandings, knowledge and skills based on contemporary leadership research.My preliminary experience on EC leadership research goes back to 1990s. It was a period of slow beginning on research concerning leadership issues in ECE. This research and its status was not at all highly considered among academic researchers within the ECE field. In 1990s I was leading the International Leadership Project (ILP) where ECE researchers from Australia, Britain, USA, Russia and Finland were involved in exploring EC leadership within a cultural context. My co-operation and friendship with editors of this book Doctor Jillian Rodd and Professor Manjula Waniganayake began during ILP established in 1997. The rapid growth and new challenges in ECE as well as the emergence of new EC leadership researchers such as Doctor Johanna Heikka and Professor Petra Strehmel, today in 2018, EC leadership is not questioned any more. Some twenty years on, in most academic contexts in ECE today, leadership knowledge and understanding is highly appreciated. Doctor Jillian Rodd is recognized globally as an international pioneer on EC leadership. Doctor Rodd wrote her first leadership book in 1994 "Leadership in Early Childhood. The Pathway to Professionalism". She has continued to be an active writer and trainer mentoring both novice and experienced leadership researchers. I dare to say that Doctor Rodd is one of the most well-known, read and quoted ECE leadership researchers among ECE students in the whole world. She has inspired many EC leadership researchers in

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“…And although many of our practices have proven invaluable, others have grown tired and no longer fulfil our intentions or are applicable to contemporary contexts. Adopting a multidisciplinary perspective – a ‘bricolage’ approach to knowledge and knowledge production – as well as working within a ‘post-foundational’ approach that encompasses a number of perspectives (including ‘post-foundationalism’, postmodernisms, post-structuralisms and post-colonialisms) offers new possibilities and alternative ways of viewing the world (Davis et al, 2015). This process of engaging in critical narrative provides educators with an opportunity to bring theory and practice together; draw on fields that extend beyond early childhood; and explore perspectives and approaches located in other disciplines and professions, such as medicine, neuroscience, economics, law, social ecology, the arts and education (Heckman and Masterov, 2007; Payne, 2010; Rinaldi, 2013; Rust, 2009; Seigman, 2013; Shonkoff, 2013; Shonkoff and Phillips, 2001; Wesley and Buysse, 2006).…”

Section: A Framework For Professional Border Crossing In Early Childhoodmentioning

confidence: 99%

Critical narrative as a framework for professional border crossing in early childhood

Brown

Grigg

2016

Contemporary Issues in Early Childhood

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Early childhood educators are regularly confronted by dominant discourses (e.g. ensuring children are prepared for school) and the politics and pedagogy that are embedded in their practice and early childhood contexts. These discourses impact on ways of thinking and engaging with others, and professional behaviour, as well as shaping curriculum documents and policy. Engaging in a process of critical reflection from a post-structuralist perspective helps to disrupt deeply seated beliefs and assumptions, resist tensions of power and regulation, and increase feelings of agency. This article offers educators a rationale for adopting such an approach, and presents a lens with which to view alternative discourses and for thinking otherwise. The authors introduce a framework which includes a range of strategies that educators may choose to add to their tool kit to unpack and make sense of their experiences. An exemplar is offered to showcase engagement with these tools, including the use of critical narrative. Employing strategies and practices such as those outlined in this article opens possibilities to feel more empowered as early childhood educators, and be better equipped to give voice to their thoughts, feelings of hope and potential as active agents.

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Leading otherwise: using a feminist-poststructuralist and postcolonial lens to create alternative spaces for early childhood educational leaders

Cited by 22 publications

References 45 publications

Developing a learning organization – creating a common culture of knowledge sharing

Developing a learning organization – creating a common culture of knowledge sharing

How do early childhood education directors in Finland see themselves?

Critical narrative as a framework for professional border crossing in early childhood

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