A Social Epistemology for Educational Administration and Leadership

Autor/in	Eacott, Scott
Titel	A Social Epistemology for Educational Administration and Leadership
Quelle	In: Journal of Educational Administration and History, 49 (2017) 3, S.196-214 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0620
DOI	10.1080/00220620.2017.1315380
Schlagwörter	Epistemology; Educational Administration; Leadership; Scholarship; Integrated Curriculum; Educational Theories; Educational Practices; Traditionalism + Suchen Sie Ihr Suchwort? Erkenntnistheorie; Bildungsverwaltung; Schuladministration; Schulverwaltung; Führung; Führungsposition; Scholarships; Stipendium; Educational theory; Theory of education; Bildungstheorie; Bildungspraxis; Traditionalismus
Abstract	As a field of knowledge production, educational administration and leadership scholars do a substantial amount of talking past one another. These parallel monologues are a major issue for the advancement of knowledge. Original contributions can only be made in relation to others. That is, the innovation or significance of scholarship is an act of (social) scientific distinction. This means purposely engaging with the other. In this paper, I argue that the knowledge frontiers of educational administration and leadership are highly fragmented and siloed. I do not, however, see diversity of scholarship as a fatal flaw nor do I argue for a form of knowledge centrism. Rather, my intervention is to propose a social epistemology for moving knowledge claims. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01