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Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.13/921422

Title
Bourdieu's strategies and the challenge for educational leadership
Author/Creator
Eacott, Scott
Institution
The University of Newcastle. Faculty of Education & Arts, School of Education
Description
The quality of scholarship in educational leadership has frequently been questioned both within and beyond the field. Much of the work in the field is limited to the analysis of either individual or structural influences on practice. The resulting lists of traits, behaviours and organizational structures provide little in furthering our understanding of leadership. Theoretically informed by the work of Pierre Bourdieu and building on a previous special issue edited by Lingard and Christie, in this paper I contend that insufficient attention has been devoted to the temporal features of leadership actions. Analogies provided by practising principals are used to highlight the directly unobservable features of school leadership. The central argument of this paper is that heightened attention to temporal elements of leadership as a social action has the prospect of elucidating that which is not directly observable and consequently move scholarship beyond the superficial measurement of what is directly observable to a thick description of educational leadership.
Relation
International Journal of Leadership in Education Vol. 13, Issue 3, p. 265-281
Publisher Link
http://dx.doi.org/10.1080/13603120903410587
Date
2010
Publisher
Taylor & Francis
Keyword(s)
Pierre Bourdieu;  educational leadership;  strategy;  management
Resource Type
journal article
Rights
This is an electronic version of an article published in International Journal of Leadership in Education Vol. 13, Issue 3, p. 265-281. International Journal of Leadership in Education is available online at: http://www.tandfonline.com/openurl?genre=article&issn=1360-3124&volume=13&issue=3&spage=265
Identifier
http://hdl.handle.net/1959.13/921422
Identifier
ISSN:1360-3124
Reviewed
Reviewed
 
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"International Journal of Leadership in Education"
 
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