Reclaiming education in educational leadership

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


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.
Original languageEnglish
Title of host publicationPractice theory perspectives on pedagogy and education
Subtitle of host publicationPraxis, diversity and contestation
EditorsPeter Grootenboer, Christine Edwards-Groves, Sarojni Choy
Place of PublicationSingapore
Number of pages11
ISBN (Electronic)9789811031304
Publication statusPublished - 2017

Cite this

Wilkinson, J. (2017). Reclaiming education in educational leadership. In P. Grootenboer, C. Edwards-Groves, & S. Choy (Eds.), Practice theory perspectives on pedagogy and education: Praxis, diversity and contestation (1 ed., pp. 231-241). Springer.