The Emergence of Blissful Thinking in the Management of Education

Autor/in	Hartley, David
Titel	The Emergence of Blissful Thinking in the Management of Education
Quelle	In: British Journal of Educational Studies, 67 (2019) 2, S.201-216 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1005
DOI	10.1080/00071005.2018.1491951
Schlagwörter	Educational Administration; Competition; School Choice; Parent Attitudes; Stress Variables; Faculty Workload; Instructional Leadership; Sociocultural Patterns; Spiritual Development; Metacognition; Political Influences; Economic Factors; Educational Trends; Information Technology; Administrative Organization; Critical Theory; Neoliberalism; Educational Policy; School Administration; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Bildungsverwaltung; Schuladministration; Schulverwaltung; Wettkampf; Choice of school; Schulwahl; Elternverhalten; Instruction; Leadership; Bildung; Erziehung; Führung; Soziokulturelle Theorie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Political influence; Politischer Einfluss; Ökonomischer Faktor; Bildungsentwicklung; Informationstechnologie; Kritische Theorie; Neo-liberalism; Neoliberalismus; Politics of education; Bildungspolitik; Ausland
Abstract	By the year 2000, the management of education in England had lost much of its capacity to ensure the commitment of headteachers and teachers. As market forces engendered competition among schools, the bureaucratic monitoring of schools by agencies of government increased on the grounds that objective and comparable data about schools should be made public so that parents could express a rational choice of school. Levels of stress increased; workloads intensified. Thereafter, a series of 'softer' approaches emerged in order to deal with this. They have coalesced around the concept of 'leadership', particularly distributed leadership and, more recently, emotional leadership and spiritual leadership. Distributed leadership draws on socio-cultural activity theory; emotional leadership is informed by positive psychology; spiritual leadership by eastern mysticism. Each has its advocates and its critics. At issue, however, is not so much their relative effectiveness but rather it is to relate them to the economic, cultural and political trends which have allowed them to emerge. These 'soft' normative leadership approaches have not supplanted a digitally-informed rational bureaucratic form in education; they are supplementing it. The theoretical stance taken falls within the field of critical theory. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01