Show simple item record

dc.contributor.authorWhatman, Susan
dc.contributor.authorHart, Victor
dc.contributor.authorSingh, Parlo
dc.contributor.authorMain, Katherine
dc.date.accessioned2020-02-11T00:08:05Z
dc.date.available2020-02-11T00:08:05Z
dc.date.issued2019
dc.identifier.urihttp://hdl.handle.net/10072/391295
dc.description.abstractQueensland schools are increasingly concerned with mapping, understanding and supporting student and teacher wellbeing (c.f. Thompson, et al, 2019; DET, 2018). We would also add “measuring”. Underscoring this concern are the social realities of complex urban communities and schools for whom the benefit of schooling is countered by their experiences of poverty, social and economic inequalities, and discrimination. Singh and Glasswell (2016) have argued that dominant functional models of distributed leadership espoused in recent education policies serve neoliberal agendas of performativity and accountability, rather than unlocking the critical potential to support leadership interactions or ‘distributed activity’ across complex school sites, in partnership with stakeholders and their interrelated communities. This paper explores two understandings of and approaches to resilience and wellbeing in urban schools in Queensland to focus upon the role that distributive, “multi-disciplinary leaderships” can play. In doing so, better insights into wellbeing gestalt, which many schools take for granted, or indeed, hope for the best, as a consequence of schooling rituals and practices, can be cooperatively generated and pursued.
dc.description.sponsorshipGriffith University
dc.publisherAustralian Association for Research in Education
dc.publisher.placeBrisbane
dc.publisher.urihttps://www.aare.edu.au/publications/aare-conference-papers/show/13248/transitional-approaches-in-achieving-distributive-multi-disciplinary-leaderships-to-support-resilience-and-wellbeing-in-complex-urban-schools
dc.relation.ispartofconferencenameAustralian Association for Research in Education Conference (AARE Conference 2019)
dc.relation.ispartofconferencetitleAustralian Association for Research in Education Conference (AARE Conference 2019)
dc.relation.ispartofdatefrom2019-12-01
dc.relation.ispartofdateto2019-12-05
dc.relation.ispartoflocationBrisbane, Australia
dc.subject.fieldofresearchEducation Systems
dc.subject.fieldofresearchPrimary Education (excl. Maori)
dc.subject.fieldofresearchSecondary Education
dc.subject.fieldofresearchcode1301
dc.subject.fieldofresearchcode130105
dc.subject.fieldofresearchcode130106
dc.titleTransitional approaches in achieving distributive multi-disciplinary leadership[s] to support resilience and wellbeing in complex urban schools
dc.typeConference output
dc.type.descriptionE3 - Conferences (Extract Paper)
dcterms.bibliographicCitationWhatman, S; Hart, V; Singh, P; Main, K, Transitional approaches in achieving distributive multi-disciplinary leadership[s] to support resilience and wellbeing in complex urban schools, 2019
dcterms.dateAccepted2019-07-31
dc.date.updated2020-02-07T07:30:39Z
dc.description.versionVersion of Record (VoR)
gro.rights.copyright© The Author(s) 2019. The attached file is reproduced here in accordance with the copyright policy of the publisher. For information about this conference please refer to the conference’s website or contact the author(s).
gro.hasfulltextFull Text
gro.griffith.authorWhatman, Sue L.
gro.griffith.authorSingh, Parlo
gro.griffith.authorMain, Katherine M.


Files in this item

This item appears in the following Collection(s)

  • Conference outputs
    Contains papers delivered by Griffith authors at national and international conferences.

Show simple item record