Critical perspectives in educational leadership: a new 'theory turn'?. (3rd July 2018)

• Record Type: Journal Article
• Authors: Niesche, Richard
• Is Part Of: Journal of educational administration and history. Volume 50:Number 3(2018)
• Page Start: 145
• Page End: 158
• Publication Date: 2018-07-03
• Subjects: Educational leadership -- critical perspectives -- theory -- discourse -- Foucault; School management and organization -- Great Britain -- Periodicals; Administration scolaire -- Grande-Bretagne -- Périodiques; 371.2
• DOI: 10.1080/00220620.2017.1395600
• Languages: English
• ISSNs: 0022-0620

Abstract

ABSTRACT: In this article, I argue that we are witnessing a new phase or 'theory turn' in the field of educational leadership. These more critical perspectives in the field of educational leadership have typically been marginalised by the larger body of orthodox approaches due to a perceived lack of focus on best practice and 'what works' discourses, and especially in recent years with the rise of the school effectiveness and improvement movement. However, critical perspectives in educational leadership constitute an essential and vibrant part of educational leadership scholarship and discourse. Drawing on Michel Foucault's notion of discourse, through this article, I examine how critical perspectives have been constituted historically, with some of the main themes of research. This foregrounding also highlights a number of limitations with more orthodox and hegemonic leadership discourses. I identify a number of key writers in the field and situate them in the current theory turn, that is, an emphasis of theoretically informed research that have been prolific over the last 5–10 years.