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  • School leadership for the future: heroic or distributed? Translating international discourses in Norwegian policy documents

    Author(s)
    Abrahamsen, Hedvig
    Aas, Marit
    Griffith University Author(s)
    Aas, Marit
    Year published
    2016
    Metadata
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    Abstract
    School leadership as a key for school reforms has become a dominant theme in education, as demonstrated by a growing body of research during the last 15 years. Still, little attention has been paid to how changing international discourses on school leadership are translated into national public policy documents during the last decade. As such, this study provides additional insight into this field by analysing how Norwegian policy documents translate international discourses and re-contextualise national constructs of school leadership. Inspired by a critical approach, the authors address this issue by identifying discursive ...
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    School leadership as a key for school reforms has become a dominant theme in education, as demonstrated by a growing body of research during the last 15 years. Still, little attention has been paid to how changing international discourses on school leadership are translated into national public policy documents during the last decade. As such, this study provides additional insight into this field by analysing how Norwegian policy documents translate international discourses and re-contextualise national constructs of school leadership. Inspired by a critical approach, the authors address this issue by identifying discursive shifts in ideas about school leadership roles and practices. Based on an examination of four recent white papers on Norwegian education and school leadership, the authors argue that the policy documents constructed a tension between an international ‘explicit’ principal and a national ‘docile’ principal in 2003–2004, while recent documents construct a consensus-oriented, distributed leadership role for principals through the term ‘facilitating school leaders’. This may lead to contested interpretations as to how to perform school leadership in practice.
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    Journal Title
    Journal of Educational Administration and History
    Volume
    48
    Issue
    1
    DOI
    https://doi.org/10.1080/00220620.2016.1092426
    Subject
    Specialist studies in education
    Specialist studies in education not elsewhere classified
    Historical studies
    History and philosophy of specific fields
    Publication URI
    http://hdl.handle.net/10072/173287
    Collection
    • Journal articles

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