Advertisement

Paradoxes of Managerialist Practice

  • Chris Dolan
Chapter
  • 8 Downloads
Part of the Educational Leadership Theory book series (ELT)

Abstract

Marlon, from Sullivan School, claims succinctly that ‘leadership comes from the principal’, while his colleague, Samuel, says that principals who ‘lead from the front’ have most impact and ‘that you can’t have an effective school without an effective principal’. While these confident assertions suggest a set of practices that are readily discernible as those of the leader, they are confounded somewhat by a strong tendency, amongst participants in my research, towards more nebulous descriptions of busyness and importance. The principalship was variously described as ‘quite a juggling act’ (Levon, Sullivan School Governing Council member), ‘where all the threads come together’ (Mac, Caldicott School), ‘the focal point for the school community’ (Clive, Heatherbank School Governing Council Member) and ‘where the buck stops in actual fact’ (Richard, McCullough School). More metaphorically Hillary, from Lawson School, claims:

References

  1. Ball, K., & Carter, C. (2002). The charismatic gaze: Everyday leadership practices of the ‘new’ manager. Management Decision, 40(6), 552–565.CrossRefGoogle Scholar
  2. Ball, S. J. (2012). The micro-politics of the school: Towards a theory of school organization. Abingdon, UK: Routledge.CrossRefGoogle Scholar
  3. Butler, J. (1993). Bodies that matter: On the discursive limits of sex. London: Routledge.Google Scholar
  4. Butler, J. (1997). The psychic life of power: Theories in subjection. Stanford, CA: Stanford University Press.Google Scholar
  5. Clegg, S. R. (2002). Management and organization paradoxes (Vol. 9). Amsterdam: John Benjamins Publishing.CrossRefGoogle Scholar
  6. Colie, R. L. (1966). Paradoxia Epidemica: The renaissance tradition of paradox. Princeton, NJ: Princeton University Press.Google Scholar
  7. De Lissovoy, N. (2016). Education and emancipation in the neoliberal era: Being, teaching, and power. New York, NY: Palgrave Macmillan.Google Scholar
  8. Derrida, J. (1988). Limited inc. Evanston, IL: Northwestern University Press.Google Scholar
  9. Eacott, S. (2012). School leadership and strategy in managerialist times. Rotterdam: Sense.Google Scholar
  10. Fairhurst, G. T. (2009). Considering context in discursive leadership research. Human Relations, 62(11), 1607–1633.CrossRefGoogle Scholar
  11. Fletcher, J. K., & Kaufer, K. (2002). Shared leadership: Paradox and possibility. In C. Pearce & J. Alden (Eds.), Shared leadership: Reframing the hows and whys of leadership (pp. 21–47). Thousand Oaks, CA: Sage.Google Scholar
  12. Foucault, M. (1978). The history of sexuality. Volume 1, an introduction (R. Hurley, Trans.). New York, NY: Random House.Google Scholar
  13. Foucault, M. (1982). The subject and power. Critical Inquiry, 8(4), 777–795.CrossRefGoogle Scholar
  14. Foucault, M. (1997). What is critique? In S. Lotringer & L. Hochroth (Eds.), The politics of truth (pp. 23–82). Los Angeles: Semiotext(e).Google Scholar
  15. Foucault, M. (2000). Polemics, politics and problematizations (R. Hurley, Trans.). In P. Rabinow (Ed.), Ethics: Subjectivity and truth (pp. 111–120). London: Penguin.Google Scholar
  16. Grace, G. R. (2000). Research and the challenges of contemporary school leadership: The contribution of critical scholarship. British Journal of Educational Studies, 48(3), 231–247.CrossRefGoogle Scholar
  17. Gronn, P. (2010). Leadership: Its genealogy, configuration and trajectory. Journal of Educational Administration and History, 42(4), 405–435.CrossRefGoogle Scholar
  18. Gunter, H. (2001). Critical approaches to leadership in education. Journal of Educational Enquiry, 2(2), 94–108.Google Scholar
  19. Gunter, H. (2009). The leadership delusion. The International Journal of Leadership in Public Services, 5(3), 50–54.CrossRefGoogle Scholar
  20. Gunter, H., & Thomson, P. (2009). The makeover: A new logic in leadership development in England. Educational Review, 61(4), 469–483.CrossRefGoogle Scholar
  21. Hatcher, R. (2005). The distribution of leadership and power in schools. British Journal for the Sociology of Education, 26(2), 253–267.CrossRefGoogle Scholar
  22. Heffernan, A. (2018). The principal and school improvement: Theorising discourse, policy, and practice. Singapore: Springer.CrossRefGoogle Scholar
  23. Lewis, M., & Dehler, G. (2000). Learning through paradox: A pedagogical strategy for exploring contradictions and complexity. Journal of Management Education, 24(6), 708–725.CrossRefGoogle Scholar
  24. Lumby, J. (2006). Leadership preparation and development – A perspective from the United Kingdom. Journal of Research on Leadership Education, 1(1), 1–5.CrossRefGoogle Scholar
  25. Maguire, M., Hoskins, K., Ball, S. J., & Braun, A. (2011). Policy discourses in school texts. Discourse: Studies in the Cultural Politics of Education, 32(4), 597–609.Google Scholar
  26. March, J. G. (1991). Exploration and exploitation in organizational learning. Organization Science, 2(1), 71–87.CrossRefGoogle Scholar
  27. Mifsud, D. (2017). Distribution dilemmas: Exploring the presence of a tension between democracy and autocracy within a distributed leadership scenario. Educational Management Administration & Leadership, 45(6), 978–1001.CrossRefGoogle Scholar
  28. Morley, L., & Rassool, N. (2002). School effectiveness: Fracturing the discourse. Abingdon, UK: Routledge.CrossRefGoogle Scholar
  29. Morrison, M. (2009). Leadership and learning: Matters of social justice. Charlotte, NC: Information Age Publishing.Google Scholar
  30. Mouffe, C. (2013). Agonistics: Thinking the world politically. London: Verso Books.Google Scholar
  31. Niesche, R., & Gowlett, C. (2015). Advocating a post-structuralist politics for educational leadership. Educational Philosophy and Theory, 47(4), 372–386.CrossRefGoogle Scholar
  32. Platt, P. G. (2016). Shakespeare and the culture of paradox. New York: Routledge.CrossRefGoogle Scholar
  33. Serpieri, R. (2016). Discourses and contexts of educational leadership: From ideology to dispositif. In E. A. Samier (Ed.), Ideologies in educational administration and leadership (pp. 62–76). New York: Routledge.CrossRefGoogle Scholar
  34. Sinclair, A. (2010). Placing self: How might we place ourselves in leadership studies differently? Leadership, 6(4), 447–460.CrossRefGoogle Scholar
  35. Slater, G. B., & Griggs, C. B. (2015). Standardization and subjection: An autonomist critique of neoliberal school reform. Review of Education, Pedagogy, and Cultural Studies, 37(5), 438–459.CrossRefGoogle Scholar
  36. Stevens, P. (1996). The political ways of paradox: Renaissance literature and modern criticism. English Literary Renaissance, 26(2), 203–224.CrossRefGoogle Scholar
  37. Storey, J., & Salaman, G. (2010). Managerial dilemmas: Exploiting paradox for strategic leadership. Chichester, UK: Wiley.Google Scholar
  38. Watson, C. (2013). How (and why) to avoid making rational decisions: Embracing paradox in school leadership. School Leadership & Management, 33(3), 256–269.CrossRefGoogle Scholar
  39. Wenman, M. (2013). Agonistic democracy: Constituent power in the era of globalisation. New York: Cambridge University Press.CrossRefGoogle Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2020

Authors and Affiliations

  • Chris Dolan
    • 1
  1. 1.University of South AustraliaAdelaideAustralia

Personalised recommendations