The implicated advocate: the discursive construction of the democratic practices of school principals in the USA

Carpenter, Bradley W.; Brewer, Curtis

doi:10.1080/01596306.2012.745737

Cited by 24 publications

(36 citation statements)

References 41 publications

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“…'Being' a principal is thus seen as the negotiation of, and gameplaying within, various social and discursive 'spaces'. Carpenter and Brewer (2012) offer the concept of the contemporary principal as 'implicated advocate' as their positionality is 'interwoven within prescriptive, statedeveloped, policies, such as accountability policies, which contribute to social reproduction despite the stated goal of ensuring equity' as well as the expectation that they will be advocates 'expected to intercede on behalf of, or defend the interests of, his or her educational community even when working to dismantle the policies they are obligated to implement' (p.295). We understand this tension as a key dimension of the role of the principal.…”

Section: Understanding Principals' Workmentioning

confidence: 99%

Principals of audit: testing, data and ‘implicated advocacy’

Thompson

Mockler

2015

Journal of Educational Administration and History

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Historically, school leaders have occupied a somewhat ambiguous position within networks of power. On the one hand they appear to be celebrated as what Ball (2003) has termed the 'new hero of educational reform', on the other they are often 'held to account' through those same performative processes and technologies. These have become compelling in schools and principals are 'doublybound' through this. Adopting a Foucauldian notion of discursive production, this paper addresses the ways that the discursive 'field' of 'principal' (within larger regimes of truth such as schools, leadership, quality, and efficiency) is produced. It explores how individual principals understand their roles and ethics within those practices of audit emerging in school governance, and how their self-regulation is constituted through NAPLAN -the National Assessment Program, Literacy and Numeracy. A key effect of NAPLAN has been the rise of auditing practices that change how education is valued. Open-ended interviews with 13 primary and secondary school principals from Western Australia, South Australia and New South Wales asked how they perceived NAPLAN's impact on their work, their relationships within their school community and their ethical practice.

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Section: Understanding Principals' Workmentioning

confidence: 99%

Principals of audit: testing, data and ‘implicated advocacy’

Thompson

Mockler

2015

Journal of Educational Administration and History

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“…Such communities may resist statutory compliance because following law and policy may have changed ways that classrooms look, feel, or sound in contrast with community expectations or traditions (Ball & Maroy, 2009;Elazar, 1994;Febey & Louis, 2008;Grissom, Kalogrides, & Loeb, 2015;Howarth & Andreouli, 2015;O'Malley & Capper, 2015). These clashes in expectations with education policies or practices are local, thus micropolitical (Carpenter & Brewer, 2014;Lindle & Reese, 2014).…”

Section: School Leadership and Micropoliticsmentioning

confidence: 99%

“…Even as internal and internal skirmishes arise in the distribution of supplies, time, and attention, perhaps the most fraught aspects of micropolitics are clashes over issues of social justice, the -isms of socially formed injustices against particular individuals or groups (Cobb & DeMitchell, 2006;Howarth & Andreouli, 2015;Marshall & Gerstl-Pepin, 2005). Community expectations irrefutably associate school leadership with a fundamental obligation to keep the community peace and mediate any and all these opposing positions (Beatty, 2014;Blase, 1991;Carpenter & Brewer, 2014;Crow & Weindling, 2010;Koyama, 2013). Yet, keeping the peace in a community with strong beliefs and traditions that marginalize some of its members both intentionally and unintentionally is a heroic task requiring political finesse and acumen (Lindle & Reese, 2014;Ryan, 2010;Starr, 2011Starr, , 2012West, 1999).…”

Section: School Leadership and Micropoliticsmentioning

confidence: 99%

“…As a consequence and due to other micropolitical influences, many educators avoid conflict and practice risk-avoidance routines under the mistaken belief that confrontation, resistance, and disruption inherently are unprofessional behaviors precisely because such are political maneuvers (Blase, 1990(Blase, , 1991Crow & Weindling, 2010;Starr, 2011Starr, , 2012Wang, 2018). Arguably, school leaders who try to avoid conflict, at best, display a naïve understanding of the powers and professional demands of their positions and, at worst, are acting in an unprofessional manner by eschewing de-escalating effects of employing political acumen (Blase, 1990;Bon, 2018;Carpenter & Brewer, 2014;Lindle & Reese, 2014;Marshall & Gerstl-Pepin, 2005;Niesche, 2013;West, 1999). Instead of avoiding micropolitics, school leaders who practice risk aversion and conflict avoidance often exacerbate the political maneuvers that individuals and groups use (Ball & Maroy, 2009;Blase, 1989Blase, , 1990Blase, , 1991Lindle, 1994;Ryan, 2010).…”

Section: School Leadership and Micropoliticsmentioning

confidence: 99%

“…One traditionally recognized maneuver in politics includes the wielding of words, that is, rhetorical and discursive positioning (Carpenter & Brewer, 2014;Lindle, 1994). Presumably, political agenda require a critical mass of convergence among individuals and groups with mutual interests (Fowler, 2013;Kirst, 1984).…”

Section: School Leadership and Micropoliticsmentioning

confidence: 99%

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School Leaders’ Political Identity-Advocacy in Addressing Social Justice-isms

Lindle

2020

Handbook on Promoting Social Justice in Education

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School leaders, from teachers to heads of schools, from executive leaders of local education agencies or education ministries, exist in the fissures and crevasses of social justice issues. Even so, school leaders may struggle in reconciling their educational and professional identities with the fractious nature of their practice. Without sufficient preparation, insight, and strategies, school leaders may avoid, and, in doing so, exacerbate, any number of social justice-isms (meaning divisive biases) percolating in their classrooms, hallways, campuses, and communities. Leaders require principled leadership practices as well as an array of political strategies to confront, mediate, or even intensify the social justice issues floating in the atmosphere of schools, families, and communities. These social justice-isms play out in complex predictable, and simultaneously unpredictable, ways. Racism, sexism, ableism, the phobias associated with gender identity, ethnicity, religious doctrines, and a variety of power imbalances underlie the-isms and the processes of bullying and victimization. All of these-isms come to school creating high stress, risk, and obstacles to learning. Despite the prevalence of these-isms, school personnel can seem both oblivious and instigators. Communities expect better, not only of the school personnel but, especially, of the school

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Images of Norwegian Educational Leadership – Historical and Current Distinctions

Møller

2021

Educational Governance Research

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This chapter aims to situate cultural and moral dimensions of Norwegian educational leadership within the broader social and political environment and in relation to politicalideological transformations that have taken place during the last 70 years. The analysis draws on historical and contemporary research on education policy and leadership. I start by drawing attention to some aspects of the ideology and history of Norwegian education to demonstrate the historical, political and cultural embeddedness of the education system. Purposes, curricula and moral foundation will be highlighted, and this analysis will be followed by a presentation of key principles for organising and leading schools today. I will use findings from three comparative research studies among school leaders to illustrate and discuss changes in conceptualizing educational leadership over time, and why. These findings indicate which conditions there are in Norway for adoption of theories of school leadership and governance that have been circulating internationally in research network. Finally, I will discuss how the cultural dimensions and key principles for organising and leading schools intersect with current globalised policy trends, and where there is likely to be tensions between these global trends and the political, cultural and historical imperatives of educational leadership and schooling.

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The implicated advocate: the discursive construction of the democratic practices of school principals in the USA

Cited by 24 publications

References 41 publications

Principals of audit: testing, data and ‘implicated advocacy’

Principals of audit: testing, data and ‘implicated advocacy’

School Leaders’ Political Identity-Advocacy in Addressing Social Justice-isms

Images of Norwegian Educational Leadership – Historical and Current Distinctions

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