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dc.contributor.authorGrootenboer, Peter
dc.contributor.authorHardy, Ian
dc.date.accessioned2017-11-21T12:00:35Z
dc.date.available2017-11-21T12:00:35Z
dc.date.issued2017
dc.identifier.issn1741-1432
dc.identifier.doi10.1177/1741143215595418
dc.identifier.urihttp://hdl.handle.net/10072/101994
dc.description.abstractThe importance of leadership for improving educational outcomes in schools has been widely promoted. However, the nature of leadership practices, in context, has received less attention in the educational leadership literature. In this article, we present a case study of the specific leadership practices that developed in one school site serving the learning needs of students in a complex, diverse, low socio-economic community in south-east Queensland, Australia. Rather than focusing on the person/role of ‘the leader’, or various leadership qualities/traits, we examine the nature and particularity of the leadership practices as praxis, across a variety of roles and dispositions, as developed within the school. To help make sense of the praxis and particularity of educational leadership practices, we draw upon recent neo-Aristotelian practice theory to reveal the specific actions (‘doings’), dialogue (‘sayings’) and relationships (‘relatings’), which constituted leadership-in-practice, as praxis. These ‘doing’, ‘sayings’ and ‘relatings’ for praxis were evident in: formal leadership practices responsive to the context and history of the particular school site; formal and informal leadership practices involved in establishing a ‘leadership group’ within the school to address students’ needs, and; and informal leadership practices focused on cultivating teacher learning for student learning. Such an approach does not simply reinforce sedimented notions of what constitutes ‘educational leadership’, but sheds new light upon the nature of ‘leading practices for praxis’.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherSage Publications
dc.relation.ispartofpagefrom1
dc.relation.ispartofpageto17
dc.relation.ispartofjournalEducational Management Administration & Leadership
dc.subject.fieldofresearchEducation systems
dc.subject.fieldofresearchSpecialist studies in education
dc.subject.fieldofresearchEducational administration, management and leadership
dc.subject.fieldofresearchcode3903
dc.subject.fieldofresearchcode3904
dc.subject.fieldofresearchcode390403
dc.titleContextualizing, Orchestrating and Learning for Leading: The Praxis and Particularity of Educational Leadership Practices
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dc.description.versionAccepted Manuscript (AM)
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.description.notepublicThis publication has been entered into Griffith Research Online as an Advanced Online Version.
gro.rights.copyright© 2015 BELMAS. This is the author-manuscript version of the paper. Reproduced in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
gro.hasfulltextFull Text
gro.griffith.authorGrootenboer, Peter J.


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