Power, Risk, and Utility: Interpreting the Landscape of Culture in Educational Leadership

Autor/inn/en	Lumby, Jacky; Foskett, Nick
Titel	Power, Risk, and Utility: Interpreting the Landscape of Culture in Educational Leadership
Quelle	In: Educational Administration Quarterly, 47 (2011) 3, S.446-461 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-161X
DOI	10.1177/0013161X11400187
Schlagwörter	Educational Research; Instructional Leadership; Influence of Technology; Social Change; School Effectiveness; Models; Power Structure; Evidence; Values; Culture; Role of Education; Context Effect + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Instruction; Leadership; Bildung; Erziehung; Führung; Sozialer Wandel; Schuleffizienz; Analogiemodell; Evidenz; Wertbegriff; Kultur; Bildungsauftrag
Abstract	Purpose: Engagement with culture as a facet of the work of schools and colleges has been evident since at least the 1950s. The 21st-century interest in culture remains strong, in part because of the growing sense that education faces a scenario where the scale of technological, economic, and social change is unprecedented. Such change demands revisiting cultural values, as practice and power relations are disturbed both by change itself and an inability to assimilate it. The article revisits a seminal question--how far should educational leaders engage with culture as a key theoretical construct, and what are the moral and pragmatic issues that arise? Research Design: The article charts the engagement of the field of educational leadership with culture over time. It critically reviews some of the theoretical models that have been used as analytical and interpretative lenses, considers the scope of the evidence for the utility of the concept of culture, and then explores related implicit and explicit power relations embedded in school leaders' engagement with culture. Findings: The article concludes that a renewed and more rigorous but critical engagement with culture is essential both for theorizing leadership and developing the leaders of schools, colleges, and universities in the future. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10