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dc.contributor.authorJohnson, Greeren_US
dc.date.accessioned2017-05-03T13:06:13Z
dc.date.available2017-05-03T13:06:13Z
dc.date.issued2009en_US
dc.date.modified2010-08-04T07:18:58Z
dc.identifier.issn13603124en_US
dc.identifier.doi10.1080/13603120902814664en_AU
dc.identifier.urihttp://hdl.handle.net/10072/29249
dc.description.abstractThis article reports further findings from the 'Carpe Vitam: Leadership for Learning' project, based on a close examination of some of the interview narratives with an Australian principal. Positioning analysis is used as an empirically-grounded means of making sense of who this Australian principal is and what she does as a leader to improve her school's focus on leadership for learning. The complexities of the principal's leadership practices are opened up for scrutiny through an analytic focus on the production of the principal's narrative identity formation in her storytelling practices. The findings underscore that engaging in leadership for learning is complex and varied. In this instance, the process began with the principal's main focus on constructing management strength and only slowly moved to a distributed model of pedagogical leadership for learning. The article demonstrates that treating interview narratives in this way can be seen as an additional site of professional practice, not just reflection on practice, in that interviews contain courses of questioning and methods of accounting that allow storytellers to generate educational knowledge.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherRoutledgeen_US
dc.publisher.placeLondonen_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom269en_US
dc.relation.ispartofpageto282en_US
dc.relation.ispartofeditionJuly-Septemberen_US
dc.relation.ispartofissue3en_US
dc.relation.ispartofjournalInternational Journal of Leadership in Educationen_US
dc.relation.ispartofvolume12en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchEducation not elsewhere classifieden_US
dc.subject.fieldofresearchcode139999en_US
dc.titleNarrative inquiry and school leadership identitiesen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.date.issued2009
gro.hasfulltextNo Full Text


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