School Leadership for the Future: Heroic or Distributed? Translating International Discourses in Norwegian Policy Documents

Autor/inn/en	Abrahamsen, Hedvig; Aas, Marit
Titel	School Leadership for the Future: Heroic or Distributed? Translating International Discourses in Norwegian Policy Documents
Quelle	In: Journal of Educational Administration and History, 48 (2016) 1, S.68-88 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0620
DOI	10.1080/00220620.2016.1092426
Schlagwörter	Instructional Leadership; Leadership Role; Educational Change; Policy Analysis; Educational Policy; Foreign Countries; Principals; Educational Quality; Leadership Styles; Cooperative Learning; Government Publications; Discourse Analysis; International Education; Futures (of Society); Norway + Suchen Sie Ihr Suchwort? Instruction; Leadership; Bildung; Erziehung; Führung; Bildungsreform; Politikfeldanalyse; Politics of education; Bildungspolitik; Ausland; Principal; Schulleiter; Quality of education; Bildungsqualität; Führungsstil; Kooperatives Lernen; Diskursanalyse; Internationale Erziehung; Future; Society; Zukunft; Norwegen
Abstract	School leadership as a key for school reforms has become a dominant theme in education, as demonstrated by a growing body of research during the last 15 years. Still, little attention has been paid to how changing international discourses on school leadership are translated into national public policy documents during the last decade. As such, this study provides additional insight into this field by analysing how Norwegian policy documents translate international discourses and re-contextualise national constructs of school leadership. Inspired by a critical approach, the authors address this issue by identifying discursive shifts in ideas about school leadership roles and practices. Based on an examination of four recent white papers on Norwegian education and school leadership, the authors argue that the policy documents constructed a tension between an international "explicit" principal and a national "docile" principal in 2003-2004, while recent documents construct a consensus-oriented, distributed leadership role for principals through the term "facilitating school leaders". This may lead to contested interpretations as to how to perform school leadership in practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01