Bøger i Educational Leadership Theory serien

This book offers a richly observed study of three principals working in some of the most disadvantaged primary schools in Victoria, Australia. It explores their social justice understandings and practices in working to improve the educational outcomes for children in their schools, through autobiography, biographical interviews, in-depth interviews and observations. The work looks into their life histories, the formation of their primary and secondary habitus, and uncovers and examines their encounters with the public education field. Drawing on Pierre Bourdieüs theory of practice and his ¿thinking tools¿, the book investigates how the principals¿ understandings of social justice are shaped by the intersection of their life and work histories.This book is of interest to educational leadership scholars interested in the application of critical theory to studies of leadership. The book provides an exemplar for the application of Bourdieüs theory of practice, and it makes a strong contribution to Bourdieusian scholarship, social justice scholarship and educational leadership scholarship.

This book documents and deconstructs the concept of educational leadership within various education settings originating from diverse global environments.

This book makes the case for the continued and expanded use of social, critical and political theories in the field of educational leadership.

This book investigates the localised effects of reform by exploring the impact of a school improvement policy agenda on the work of three experienced principals.

Contributing to the relational trend in the social sciences, it first surveys relational scholarship across disciplines before providing a nuanced articulation of the relational research program and key concepts such as organizing activity, auctors, and spatio-temporal conditions.

This book explores the Islamic tradition and Muslim contexts for educational administration and leadership.