Practice traditions of researching educational leadership across national contexts

Jane Wilkinson, Karin Rönnerman, Laurette Bristol, Petri Salo

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

1 Citation (Scopus)

Abstract

This chapter reflects upon the application of a practice perspective – practice architectures (Kemmis et al., 2014) – to analyse the nature of emergent leading practices across Australia, Sweden and Finland in a range of settings including early childhood and schools. In particular, the chapter attends to the cultural specificity of each of the sites, that is, the practice traditions of educational provision in each of the three nations in which these practice traditions are enmeshed. In employing this theoretical framework the authors examine which leadership practices and concepts are enabled/opened up by this theoretical view and which leadership practices are constrained/closed down. The argument in the chapter will respond to the question of which leading practices become normalised in terms of sayings (thinking and speaking about leadership), doings (actions in regard to leadership) and relatings (connections between people, systems and non-human elements in practice settings).
Original languageEnglish
Title of host publicationEducational Leadership as a Culturally-Constructed Practice
Subtitle of host publicationNew Directions and Possibilities
EditorsJane Wilkinson, Laurette Bristol
Place of PublicationAbingdon UK
PublisherRoutledge
Chapter9
Pages152-170
Number of pages19
Edition1st
ISBN (Electronic)9781315690308
ISBN (Print)9781138915312
DOIs
Publication statusPublished - 2018

Publication series

NameRoutledge Research in Education
PublisherRoutledge
Volume194

Cite this

Wilkinson, J., Rönnerman, K., Bristol, L., & Salo, P. (2018). Practice traditions of researching educational leadership across national contexts. In J. Wilkinson, & L. Bristol (Eds.), Educational Leadership as a Culturally-Constructed Practice: New Directions and Possibilities (1st ed., pp. 152-170). (Routledge Research in Education; Vol. 194). Routledge. https://doi.org/10.4324/9781315690308-10