In the chapter, I employ a critical scholarship lens to foreground education as a key but often marginalized concept in educational leadership scholarship. In doing so, I draw on and extend theorizing and empirical work conducted with Australian and international colleagues, which examined the ecological links between leading, professional learning, teaching students' learning, and researching practices. I argue that part of the process of reclaiming education in educational leadership requires a need for new and different kinds of thinking tools drawn from a range of disciplines with which to apprehend the lifeworld of educational leadership practice.
|Title of host publication||Practice theory perspectives on pedagogy and education|
|Subtitle of host publication||Praxis, diversity and contestation|
|Editors||Peter Grootenboer, Christine Edwards-Groves, Sarojni Choy|
|Place of Publication||Singapore|
|Number of pages||11|
|Publication status||Published - 2017|