Researching and conceptualising the field

Gunter, Helen

doi:10.1080/00220620.2013.768967

Cited by 19 publications

(4 citation statements)

References 29 publications

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“…Gunter et al ( 2013 ) argue the case for further research on distributed leadership from a socially critical perspective. Rather than rejecting the potential for distributed leadership to impact positively on student outcomes, takes a broader, more sustainable view of the outcomes possible, explaining, "The question to ask is not 'Does distributed leadership make a difference to student outcomes?'…”

Section: Concluding Commentsmentioning

confidence: 97%

Leadership in Diverse Learning Contexts

Johnson¹,

Dempster²

2016

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Scope of the SeriesLeadership we know makes all the difference in success or failures of organizations. This series will bring together in a highly readable way the most recent insights in successful leadership. Emphasis will be placed on research focused on pre-collegiate educational organizations. Volumes should address issues related to leadership at all levels of the educational system and be written in a style accessible to scholars, educational practitioners and policy makers throughout the world.The volumes -monographs and edited volumes -should represent work from different parts in the world.More information about this series at

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Section: Concluding Commentsmentioning

confidence: 97%

Leadership in Diverse Learning Contexts

Johnson¹,

Dempster²

2016

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“…In his view, taking conceptual meanings for granted, and avoiding normative critiques of educational purposes only contributes to sustaining "the interest of those who benefit from the status quo to keep things as they are and not open up a discussion of what education might be" (2009,37; see also Gunter 2013, 206-7). Helen Gunter (2013) as well indicates how specific conceptualizations of concepts like professionalism, "leader, leading, and leadership" (2013,(204)(205) work in the particular ideological interests of those in power, leading to a situation where even the scholarship on leadership, although it appears productive by any measure of its "range and volume of activity," has largely become "disconnected from epistemological roots and debates" (2013,205). It is important to recover the critical stance that such debates offer, according to Gunter, since "Ideas and action are linked through conceptualising what we do as intellectual work, and in Arendt's (1958) terms we need to think about what we are doing" (Gunter 2013, 209).…”

Section: Assignment Aimsmentioning

confidence: 99%

Persuading Pre-Professionals to be Participant Observers: Reflections on Teaching Anthropology and Education to Professional Teacher Candidates

McDonough

2021

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This paper explains how I design and teach an Anthropology and Education course within a professional teacher education program. After establishing how some teacher candidates might initially imagine that this course is irrelevant to their professional education, I argue that anthropological knowledge and being able to think anthropologically enables teacher candidates to become better teachers. Specifically, I argue that becoming a participant observer of one’s own and others’ practices provides an easily accessible crossover between an anthropological method and mindset, on the one hand, and teacher actions like instruction, observation, assessment, and reflective practice (Schön 1982), on the other. To support this claim, I describe how I teach teacher candidates concepts and theory from anthropology that are applicable to the study of education, and can be used to inform their work on a video ethnography of a classroom (Hester 2012) that I assign to develop their practice of professional participant observation. I then describe how I prepare teacher candidates to consider the context of that video, especially as it offers an encounter with ideological diversity within the teaching profession and schools. The conclusion explains how I encourage the candidates to continue using the participant observer concept to inform their professional work post-graduation.

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“…(p. 608) Gaston Bachelard (1984) denies science the certainties of a definitive heritage and reminds us that it (science) can only progress by perpetually calling into question the very principles of its own constructs. Notably, an integral feature of the managerialist project which dominates the contemporary research environment internationally is the discrediting of intellectual work (such as the critique and analysis of the construction, deconstruction and reconstruction of research objects) as exotic, indulgent and not in the public interest (Gunter, 2013). The arguments of Bachelard and English, among others, are significant.…”

Section: Epistemological Vigilancementioning

confidence: 99%

Educational Leadership Relationally

Eacott¹

2015

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Researching and conceptualising the field

Cited by 19 publications

References 29 publications

Leadership in Diverse Learning Contexts

Leadership in Diverse Learning Contexts

Persuading Pre-Professionals to be Participant Observers: Reflections on Teaching Anthropology and Education to Professional Teacher Candidates

Educational Leadership Relationally

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