Resisting and Reclaiming the Global Discourse of Leadership

Anderson, Gary L.; López, Andrea

doi:10.1002/9781118956717.ch9

Cited by 6 publications

(2 citation statements)

References 40 publications

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“…First, a warning: we should not engage in a romantic retrospect for good old public education that we may have lost or are about to lose. We know that public education in the past too often was incapable of effectively promoting practices that were ethically sound (Anderson & López, 2017 ). In shaping more equitable public schools and systems of education it is crucial to understand the larger social and policy environment in which teachers and principals work and develop collective strategies to limit their failing effects on educational inequalities (Takayama, 2013 ).…”

Section: Creating More Equitable Public Schools and Systems Of Educationmentioning

confidence: 99%

What needs to happen for school autonomy to be mobilised to create more equitable public schools and systems of education?

et al. 2022

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The series of responses in this article were gathered as part of an online mini conference held in September 2021 that sought to explore different ideas and articulations of school autonomy reform across the world (Australia, Canada, England, Ireland, the USA, Norway, Sweden and New Zealand). It centred upon an important question: what needs to happen for school autonomy to be mobilised to create more equitable public schools and systems of education? There was consensus across the group that school autonomy reform creates further inequities at school and system levels when driven by the logics of marketisation, competition, economic efficiency and public accountability. Against the backdrop of these themes, the conference generated discussion and debate where provocations and points of agreement and disagreement about issues of social justice and the mobilisation of school autonomy reform were raised. As an important output of this discussion, we asked participants to write a short response to the guiding conference question. The following are these responses which range from philosophical considerations, systems and governance perspectives, national particularities and teacher and principal perspectives.

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Section: Creating More Equitable Public Schools and Systems Of Educationmentioning

confidence: 99%

What needs to happen for school autonomy to be mobilised to create more equitable public schools and systems of education?

et al. 2022

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“…After New Public Management (NPM) reforms modelled schools as self-governing organisations, leadership grew into one of the central policies to improve the quality of schools (Anderson & López, 2017;Gunter, Grimaldi, Hall, & Serpieri, 2016). Leadership emerged as a powerful discourse (Gillies, 2013) proclaiming to lead teachers and schools to organisational and pedagogical development, to improve students' learning as well as to increase equity, social justice and inclusion in education (Ärlestig, Day, & Johansson, 2016;Waite & Bogotch, 2017).…”

Section: Introductionmentioning

confidence: 99%

Distributed Leadership, Teacher Autonomy, and Power Relations Between Headteachers and Teachers Under Low-Stakes Accountability Conditions: An Ethnographic Account from Switzerland

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SVATON²

2022

Research in Educational Administration and Leadership

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Distributed leadership is propagated internationally as an effective means to improve teaching and learning in schools. Increasingly it is acknowledged that practices of distributed leadership depend on its context, not only on the school level but also on the larger governing conditions. This article discusses how distributed leadership is put into practice within a “loose” governing regime with low-stakes accountability. The example is taken from Switzerland, where the strengthening of leadership is one of the core instruments of New Public Management reforms, while high-stakes accountability instruments have not been implemented. By taking a governmentality perspective, the article analyses the (self-)governing practices that distributed leadership generates between headteachers and teachers in a primary school. It argues that a “loose” accountability regime produces an opaque field of power relations, in which the self-governing imperative of distributive leadership conflicts with claims of traditional teacher autonomy.

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