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