Leading praxis: exploring educational leadership through the lens of practice architectures

Wilkinson, Jane; Olin, Anette; Lund, Torbjørn; Ahlberg, Ann; Nyvaller, Monica

doi:10.1080/14681360903556855

Cited by 28 publications

(9 citation statements)

References 5 publications

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“…The study, however, revealed new insights into the emergence of leading and the practices of socially-just leadership that upholds children’s rights. Socially-just leadership practices were found to be interdependent and were constantly reshaping to generate morally informed, purposeful leadership praxis (Palaiologou & Male, 2019; Wilkinson et al, 2010). Figure 1 illustrates the interdependence of the practices of emerging and positional leaders and the organisational arrangements that continually shaped those practices.…”

Section: ‘What Is All This Leadership For?’mentioning

confidence: 99%

“…The mini-ethnographic case study described in this paper provided insights into a small number of cases on leadership emergence and development as a socially-just practice (Fusch & Ness, 2017; Wilkinson et al, 2010). Case study research is, however, not generalizable, and as Stake (1995) argues, findings may be reliant on the researcher’s perspective and depiction of the cases.…”

Section: Limitationsmentioning

confidence: 99%

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“That’s your right as a human isn’t it?” The emergence and development of leading as a socially-just practice in early childhood education

Gibbs

2020

Australasian Journal of Early Childhood

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This article reports on an Australian study of the emergence and development of leadership that supports children’s rights and their access to high-quality early childhood education (ECE). The qualitative study contributes to a growing body of research on ECE leadership practice; specifically, the area of site-based leadership cultivation and development. Complexity leadership theory was used to situate leadership within the Australian ECE context; accounting for the competing purposes of high-quality education programs and for the complex array of practices required for leadership to be effective. Additionally, the theory of practice architectures was employed as an analytical tool. The theory of practice architectures helped to identify socially-just leadership practices that uphold children’s rights, and to understand the organisational arrangements that enabled and constrained those practices within each site. Study findings illuminate how leadership can be cultivated and developed in ECE. As a result of the study, organisations are encouraged to create the cultural-discursive, material-economic and social-political arrangements that shape leadership within ECE sites. The paper argues for the development of ECE leadership as a socially-just practice, that upholds the rights of children and their access to high-quality early childhood education.

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Section: ‘What Is All This Leadership For?’mentioning

confidence: 99%

Section: Limitationsmentioning

confidence: 99%

“That’s your right as a human isn’t it?” The emergence and development of leading as a socially-just practice in early childhood education

Gibbs

2020

Australasian Journal of Early Childhood

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“…Yet the ways in which districts structure professional learning in the USA and globally provide varying opportunities for principals to take ownership over their own improvement (Anderson et al, 2008; Gurr and Drysdale, 2012; Hallinger, 2005). In recent years, some districts in the USA (Hill, Campbell and Gross, 2013; Mayer, Donaldson, LeChasseur, Welton, and Cobb, 2013), New Zealand (Retna, 2015), Norway (Wilkinson et al, 2010), and other nations have experimented with reforms that give principals greater discretion and control over their own professional learning as a means of school and district improvement.…”

Section: Introductionmentioning

confidence: 99%

District micropolitics during principal professional learning

LeChasseur¹,

Donaldson²,

Landa³

2019

Educational Management Administration & Leadership

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Principal professional learning is shifting in many districts in the United States of America away from didactic, central office-managed workshops to include more peer-led learning opportunities. Yet researchers have largely failed to examine issues of positionality and authority in principal professional learning, despite international scholarship that demonstrates the influence of micropolitics on the enactment of change. Using event analysis of a critical case study in an urban district in the northeast USA, we examine three chains of events. Principals and central office administrators used a variety of tactics – cooperation, compromise, and co-optation – to navigate overt and covert conflict during implementation of peer-led principal professional learning. Principals and central office administrators encountered micropolitics as they determined authority over the learning agenda, negotiated a redefinition of a new principal role, and co-constructed official spaces for peer-led learning. Findings provide lessons for educational leaders and those responsible for professional learning in districts with middle manager roles in any context, as well as suggesting that future research on the micropolitics of principal professional learning is warranted.

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“…amongst other action research involving students and teachers (Kemmis et al, 2014), as well as in other areas, such as leadership perspectives on an organization (Wilkinson & Kemmis, 2015). There exist a few articles and book chapters that combine practice architectures and educational leadership, mainly concerning the topics of instructional leadership (Salo et al, 2015;Wilkinson et al, 2010); collaboration and professional learning communities (Edwards-Groves & Hardy, 2013); and organizational trust and school development (Grice, 2019;Grootenboer & Larkin, 2019;Nehez, 2015;Vestheim & Lyngsnes, 2016;Wilkinson et al, 2019). Leadership of praxis by example is elaborated in Wilkinson et al (2010), Wilkinson and Kemmis (2015), and Langelotz et al (2019); and (Wilkinson, 2020), in which the practice architectures theory is used both as an analytical and reflective framework.…”

Section: Theory Of Practice Architecturesmentioning

confidence: 99%

“…There exist a few articles and book chapters that combine practice architectures and educational leadership, mainly concerning the topics of instructional leadership (Salo et al, 2015;Wilkinson et al, 2010); collaboration and professional learning communities (Edwards-Groves & Hardy, 2013); and organizational trust and school development (Grice, 2019;Grootenboer & Larkin, 2019;Nehez, 2015;Vestheim & Lyngsnes, 2016;Wilkinson et al, 2019). Leadership of praxis by example is elaborated in Wilkinson et al (2010), Wilkinson and Kemmis (2015), and Langelotz et al (2019); and (Wilkinson, 2020), in which the practice architectures theory is used both as an analytical and reflective framework. The geographical areas of the research focusing on the practice architectures are limited to Australia, the Nordic countries, the United States of America, and Georgia, with the first two being dominant.…”

Section: Theory Of Practice Architecturesmentioning

confidence: 99%

Social interaction of leaders in partnerships between schools and universities: tensions as support and counterbalance

Skoglund

2020

International Journal of Leadership in Education

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Partnerships between schools and universities have been emphasized over the last two decades within educational development research. Moving from the traditional single-organization orientation toward a multiple-organization orientation has challenged school leaderships to improve their decision-making processes to align with changing organizational structures, resulting in wider use of partnerships. This study recognizes the importance of addressing the role of tension amongst leaders in partnerships between schools and universities.This paper presents a longitudinal study, inspired by constructivist grounded theory, conducted in a pilot partnership between schools and a university. The data analysis was grounded in a mix of observations and document studies, all associated with multiple levels of leadership within the partnership. Three areas of tense situations were revealed: Assessment of investments, Assessments of outcomes, and Assessments of commitments. An acknowledgment of the tension was also evident in the findings. A theoretical framework of practice architectures was implemented to analyze the intersection of the findings.The findings highlighted how tension in social interaction can be both constructive and constraining in achieving a sustainable collaboration, depending on how well the plans and the main purpose of the partnership are aligned within the organizations.

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Leading praxis: exploring educational leadership through the lens of practice architectures

Cited by 28 publications

References 5 publications

“That’s your right as a human isn’t it?” The emergence and development of leading as a socially-just practice in early childhood education

“That’s your right as a human isn’t it?” The emergence and development of leading as a socially-just practice in early childhood education

District micropolitics during principal professional learning

Social interaction of leaders in partnerships between schools and universities: tensions as support and counterbalance

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