Educational leadership relationally :: a theory and methodology for educational leadership, management and administration /
Educational leadership, management and administration has a rich history of epistemological and ontological dialogue and debate. However in recent times, at least since the publication of Colin Evers and Gabriele Lakomski?s trilogy? knowing, exploring and doing educational administration? there has...
Gespeichert in:
| 1. Verfasser: | |
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| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Rotterdam :
Sense,
2015.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | Educational leadership, management and administration has a rich history of epistemological and ontological dialogue and debate. However in recent times, at least since the publication of Colin Evers and Gabriele Lakomski?s trilogy? knowing, exploring and doing educational administration? there has been a distinct dearth. Educational Leadership Relationally explicitly returns matters of epistemology and ontology to the centre of the discussion. Through a sustained and rigorous engagement with contemporary thought and analysis, Scott Eacott articulates and defends a relational approach to scholarship in educational leadership, management and administration. Eacott belongs to a group of scholars in educational administration who could be called meta-sociologist. This group blends sociology, historical revisionism, managerial theories and general philosophy to emphasise the relevance of sociological analysis in the field of educational administration. Proposing a relational turn, Eacott outlines a methodological agenda for constructing an alternative approach to educational leadership, management and administration scholarship that might be persuasive beyond the critical frontier. The relational research programme is arguably the most ambitious agenda in educational leadership, management and administration coming out of Australia since Colin Evers and Gabriele Lakomski?s natural coherentism and Richard Bates? Critical Theory of Educational Administration. As a research agenda, it engages with: the centrality of administration in constructions of the social world; the legitimation of popular labels such as?leadership?; the inexhaustible and inseparable grounding of administrative labour in time and space; and overcomes contemporary tensions of individualism/collectivism and structure/agency to provide a productive? rather than merely critical? space to theorise educational leadership, management and administration. |
| Beschreibung: | 1 online resource (xiii, 151 pages) |
| Bibliographie: | Includes bibliographical references and indexes. |
| ISBN: | 9789462099111 9462099111 |
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| 520 | |a Educational leadership, management and administration has a rich history of epistemological and ontological dialogue and debate. However in recent times, at least since the publication of Colin Evers and Gabriele Lakomski?s trilogy? knowing, exploring and doing educational administration? there has been a distinct dearth. Educational Leadership Relationally explicitly returns matters of epistemology and ontology to the centre of the discussion. Through a sustained and rigorous engagement with contemporary thought and analysis, Scott Eacott articulates and defends a relational approach to scholarship in educational leadership, management and administration. Eacott belongs to a group of scholars in educational administration who could be called meta-sociologist. This group blends sociology, historical revisionism, managerial theories and general philosophy to emphasise the relevance of sociological analysis in the field of educational administration. Proposing a relational turn, Eacott outlines a methodological agenda for constructing an alternative approach to educational leadership, management and administration scholarship that might be persuasive beyond the critical frontier. The relational research programme is arguably the most ambitious agenda in educational leadership, management and administration coming out of Australia since Colin Evers and Gabriele Lakomski?s natural coherentism and Richard Bates? Critical Theory of Educational Administration. As a research agenda, it engages with: the centrality of administration in constructions of the social world; the legitimation of popular labels such as?leadership?; the inexhaustible and inseparable grounding of administrative labour in time and space; and overcomes contemporary tensions of individualism/collectivism and structure/agency to provide a productive? rather than merely critical? space to theorise educational leadership, management and administration. | ||
| 505 | 0 | |a Table of contents; preface; acknowledgements; chapter one:educational administration relationally; introduction; outlining the argument; towards a relational research programme; more than an australian story; the structure of the book; notes; references; chapter two:problematising the intellectual gaze; introduction; some preliminaries; embodied agents; the pre-scientific world and the break; epistemological vigilance; conclusion; notes; references; chapter three:the (im)possibility of 'leadership'; introduction; the problematic; the realness of 'leadership' | |
| 505 | 8 | |a 'Leadership' and its relation to time and spacethe possibility of 'leadership'; notes; references; chapter four:recasting administrative labour; introduction; the policy topography; policy and its relations; the recasting of educational administration; conclusion; notes; references; chapter five:studying administration relationally; introduction; the question of measurement; crafting an intellectual bridge; theoretical resources; thinking through the empirical; theorising administration relationally; against, or beyond, traditions; conclusion; notes; references. | |
| 505 | 8 | |a Chapter six:rethinking school leadershipintroduction; dinham's aesop; gurr, drysdale and colleagues' isspp; notes; references; chapter seven:the principalship, autonomy and after; introduction; recasting administrative labour; the centrality of temporality; the (im)possibility of 'the local'; the imposition of 'quality'; conclusion; notes; references; chapter eight:for a relational programme; introduction; the proliferation of adjectival leadership; the myth of universal leadership; a degree of rigour to scholarship; non prescriptive in its approach; sees theory as methodology. | |
| 505 | 8 | |a For a relational approachreferences; chapter nine:some conclusions; too soon; references; author index; subject index. | |
| 650 | 0 | |a Educational leadership. |0 http://id.loc.gov/authorities/subjects/sh92001254 | |
| 650 | 6 | |a Leadership en éducation. | |
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| 650 | 7 | |a Educational leadership |2 fast | |
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| contents | Table of contents; preface; acknowledgements; chapter one:educational administration relationally; introduction; outlining the argument; towards a relational research programme; more than an australian story; the structure of the book; notes; references; chapter two:problematising the intellectual gaze; introduction; some preliminaries; embodied agents; the pre-scientific world and the break; epistemological vigilance; conclusion; notes; references; chapter three:the (im)possibility of 'leadership'; introduction; the problematic; the realness of 'leadership' 'Leadership' and its relation to time and spacethe possibility of 'leadership'; notes; references; chapter four:recasting administrative labour; introduction; the policy topography; policy and its relations; the recasting of educational administration; conclusion; notes; references; chapter five:studying administration relationally; introduction; the question of measurement; crafting an intellectual bridge; theoretical resources; thinking through the empirical; theorising administration relationally; against, or beyond, traditions; conclusion; notes; references. Chapter six:rethinking school leadershipintroduction; dinham's aesop; gurr, drysdale and colleagues' isspp; notes; references; chapter seven:the principalship, autonomy and after; introduction; recasting administrative labour; the centrality of temporality; the (im)possibility of 'the local'; the imposition of 'quality'; conclusion; notes; references; chapter eight:for a relational programme; introduction; the proliferation of adjectival leadership; the myth of universal leadership; a degree of rigour to scholarship; non prescriptive in its approach; sees theory as methodology. For a relational approachreferences; chapter nine:some conclusions; too soon; references; author index; subject index. |
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| dewey-search | 371.2/011 |
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| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
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| illustrated | Not Illustrated |
| indexdate | 2024-11-27T13:26:26Z |
| institution | BVB |
| isbn | 9789462099111 9462099111 |
| language | English |
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| publisher | Sense, |
| record_format | marc |
| spelling | Eacott, Scott, author. http://id.loc.gov/authorities/names/no2011191862 Educational leadership relationally : a theory and methodology for educational leadership, management and administration / Scott Eacott. Rotterdam : Sense, 2015. ©2015 1 online resource (xiii, 151 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier text file PDF rda Includes bibliographical references and indexes. Print version record. Educational leadership, management and administration has a rich history of epistemological and ontological dialogue and debate. However in recent times, at least since the publication of Colin Evers and Gabriele Lakomski?s trilogy? knowing, exploring and doing educational administration? there has been a distinct dearth. Educational Leadership Relationally explicitly returns matters of epistemology and ontology to the centre of the discussion. Through a sustained and rigorous engagement with contemporary thought and analysis, Scott Eacott articulates and defends a relational approach to scholarship in educational leadership, management and administration. Eacott belongs to a group of scholars in educational administration who could be called meta-sociologist. This group blends sociology, historical revisionism, managerial theories and general philosophy to emphasise the relevance of sociological analysis in the field of educational administration. Proposing a relational turn, Eacott outlines a methodological agenda for constructing an alternative approach to educational leadership, management and administration scholarship that might be persuasive beyond the critical frontier. The relational research programme is arguably the most ambitious agenda in educational leadership, management and administration coming out of Australia since Colin Evers and Gabriele Lakomski?s natural coherentism and Richard Bates? Critical Theory of Educational Administration. As a research agenda, it engages with: the centrality of administration in constructions of the social world; the legitimation of popular labels such as?leadership?; the inexhaustible and inseparable grounding of administrative labour in time and space; and overcomes contemporary tensions of individualism/collectivism and structure/agency to provide a productive? rather than merely critical? space to theorise educational leadership, management and administration. Table of contents; preface; acknowledgements; chapter one:educational administration relationally; introduction; outlining the argument; towards a relational research programme; more than an australian story; the structure of the book; notes; references; chapter two:problematising the intellectual gaze; introduction; some preliminaries; embodied agents; the pre-scientific world and the break; epistemological vigilance; conclusion; notes; references; chapter three:the (im)possibility of 'leadership'; introduction; the problematic; the realness of 'leadership' 'Leadership' and its relation to time and spacethe possibility of 'leadership'; notes; references; chapter four:recasting administrative labour; introduction; the policy topography; policy and its relations; the recasting of educational administration; conclusion; notes; references; chapter five:studying administration relationally; introduction; the question of measurement; crafting an intellectual bridge; theoretical resources; thinking through the empirical; theorising administration relationally; against, or beyond, traditions; conclusion; notes; references. Chapter six:rethinking school leadershipintroduction; dinham's aesop; gurr, drysdale and colleagues' isspp; notes; references; chapter seven:the principalship, autonomy and after; introduction; recasting administrative labour; the centrality of temporality; the (im)possibility of 'the local'; the imposition of 'quality'; conclusion; notes; references; chapter eight:for a relational programme; introduction; the proliferation of adjectival leadership; the myth of universal leadership; a degree of rigour to scholarship; non prescriptive in its approach; sees theory as methodology. For a relational approachreferences; chapter nine:some conclusions; too soon; references; author index; subject index. Educational leadership. http://id.loc.gov/authorities/subjects/sh92001254 Leadership en éducation. EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Educational leadership fast has work: Educational leadership relationally (Text) https://id.oclc.org/worldcat/entity/E39PCGWvc3xcCWqTDChYcMpvRC https://id.oclc.org/worldcat/ontology/hasWork Print version: Eacott, Scott. Educational leadership relationally 9462099103 (OCoLC)897345892 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=970754 Volltext |
| spellingShingle | Eacott, Scott Educational leadership relationally : a theory and methodology for educational leadership, management and administration / Table of contents; preface; acknowledgements; chapter one:educational administration relationally; introduction; outlining the argument; towards a relational research programme; more than an australian story; the structure of the book; notes; references; chapter two:problematising the intellectual gaze; introduction; some preliminaries; embodied agents; the pre-scientific world and the break; epistemological vigilance; conclusion; notes; references; chapter three:the (im)possibility of 'leadership'; introduction; the problematic; the realness of 'leadership' 'Leadership' and its relation to time and spacethe possibility of 'leadership'; notes; references; chapter four:recasting administrative labour; introduction; the policy topography; policy and its relations; the recasting of educational administration; conclusion; notes; references; chapter five:studying administration relationally; introduction; the question of measurement; crafting an intellectual bridge; theoretical resources; thinking through the empirical; theorising administration relationally; against, or beyond, traditions; conclusion; notes; references. Chapter six:rethinking school leadershipintroduction; dinham's aesop; gurr, drysdale and colleagues' isspp; notes; references; chapter seven:the principalship, autonomy and after; introduction; recasting administrative labour; the centrality of temporality; the (im)possibility of 'the local'; the imposition of 'quality'; conclusion; notes; references; chapter eight:for a relational programme; introduction; the proliferation of adjectival leadership; the myth of universal leadership; a degree of rigour to scholarship; non prescriptive in its approach; sees theory as methodology. For a relational approachreferences; chapter nine:some conclusions; too soon; references; author index; subject index. Educational leadership. http://id.loc.gov/authorities/subjects/sh92001254 Leadership en éducation. EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Educational leadership fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh92001254 |
| title | Educational leadership relationally : a theory and methodology for educational leadership, management and administration / |
| title_auth | Educational leadership relationally : a theory and methodology for educational leadership, management and administration / |
| title_exact_search | Educational leadership relationally : a theory and methodology for educational leadership, management and administration / |
| title_full | Educational leadership relationally : a theory and methodology for educational leadership, management and administration / Scott Eacott. |
| title_fullStr | Educational leadership relationally : a theory and methodology for educational leadership, management and administration / Scott Eacott. |
| title_full_unstemmed | Educational leadership relationally : a theory and methodology for educational leadership, management and administration / Scott Eacott. |
| title_short | Educational leadership relationally : |
| title_sort | educational leadership relationally a theory and methodology for educational leadership management and administration |
| title_sub | a theory and methodology for educational leadership, management and administration / |
| topic | Educational leadership. http://id.loc.gov/authorities/subjects/sh92001254 Leadership en éducation. EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Educational leadership fast |
| topic_facet | Educational leadership. Leadership en éducation. EDUCATION Administration General. EDUCATION Organizations & Institutions. Educational leadership |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=970754 |
| work_keys_str_mv | AT eacottscott educationalleadershiprelationallyatheoryandmethodologyforeducationalleadershipmanagementandadministration |