Advocating a Post-Structuralist Politics for Educational Leadership

Autor/inn/en	Niesche, Richard; Gowlett, Christina
Titel	Advocating a Post-Structuralist Politics for Educational Leadership
Quelle	In: Educational Philosophy and Theory, 47 (2015) 4, S.372-386 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2014.976930
Schlagwörter	Politics of Education; Postmodernism; Instructional Leadership; Power Structure; Performance + Suchen Sie Ihr Suchwort? Educational policy; Bildungspolitik; Postmoderne; Instruction; Leadership; Bildung; Erziehung; Führung; Achievement; Leistung
Abstract	Post-structuralist discourses have usually been associated with forms of critique and deconstruction of social, cultural and philosophical phenomena. However, this article attempts to provide a generative approach to understanding educational leadership through Michel Foucault's notions of power and subjectification, and Judith Butler's notions of performativity and discursive agency through re-signification. We argue that leadership is not simply a list of traits, characteristics or behaviours to be implemented. Rather, we argue that leaders are performatively constituted through everyday practices and discourses. The aim is to interrupt prevailing discourses that often re-inscribe certain forms of meaning and understanding in educational leadership. This disruption subsequently provides possibility for putting forward otherwise silenced ideas about what leadership is and how leadership "identity" (subjectivity) is formed, thus expanding the methodological tools scholars can use to talk about leadership. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01