The Political Dichotomy of School Leadership: Policy, Practice, Social Justice -- Evidence from Sixteen Countries

Autor/in	Miller, Paul
Titel	The Political Dichotomy of School Leadership: Policy, Practice, Social Justice -- Evidence from Sixteen Countries
Quelle	In: Research in Educational Administration & Leadership, 4 (2019) 3, S.469-492 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2564-7261
Schlagwörter	Social Justice; Cross Cultural Studies; Political Influences; Educational Change; Educational Policy; Economic Development; Social Change; Educational Objectives; Policy Formation; Administrator Role; Educational Benefits; Instructional Leadership; School Administration; Futures (of Society); Conflict; Policy Analysis; Elementary Secondary Education; Children; Childrens Rights; Foreign Countries; Treaties; International Law; Correlation; Principals + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Cultural comparison; Kulturvergleich; Political influence; Politischer Einfluss; Bildungsreform; Politics of education; Bildungspolitik; Wirtschaftsentwicklung; Sozialer Wandel; Educational objective; Bildungsziel; Erziehungsziel; Politische Betätigung; Bildungsertrag; Instruction; Leadership; Bildung; Erziehung; Führung; Future; Society; Zukunft; Konflikt; Politikfeldanalyse; Child; Kind; Kinder; 'Children''s rights'; Kindesrecht; Ausland; Abkommen; Law of nations; Völkerrecht; Korrelation; Principal; Schulleiter
Abstract	Globally, schools continue to face ongoing reductions in budgetary allocations, increase in student numbers, performativity pressures and high stakes accountability. Like it or not, schools/ school leaders are operating in rapidly changing national educational policy contexts that are demanding more from less and a much greater contribution to national economic development -- leaving some commentators and school leaders alike to suggest that schools are being reoriented towards national economic development and less towards social transformation, a fundamental aim of education as set out in the United Nations convention on the Rights of the Child (UNCRC). This widening dichotomy is the site for several tensions occasioned by the approach to educational policymaking, and the policy apparatus of national governments, played out in schools, where school leaders are caught between implementing government policy, delivering an education to students that equips them to reap the espoused benefits of education, and keeping staff engaged and motivated. How do school leaders lead for social justice in contexts where educational policy appear out of sync with social justice principles? How do school leaders lead in contexts where the good of the national 'community' appears to supersede the good of local communities and individuals? This paper examines the dichotomy of school leadership, brought about and sustained by national political actions which, although professing to 'futures' orientated, appears in conflict with quality school leadership and outcomes consistent with social justice. (As Provided).
Anmerkungen	EARDA Turkish Educational Administration Research & Development Association. Dokuz Eylul University, Buca Faculty of Education, Izmir, Turkey 35150. e-mail: eyedderinfo@gmail.com; Web site: http://dergipark.gov.tr/real
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01