Critical Education Leadership and Policy Scholarship
Introducing a New Research Methodology
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This landmark publication for critical researchers develops and exemplifies a new methodology for researching education leadership, which Courtney has called Critical Education Leadership and Policy Scholarship (CELP). Building on the work of Helen Gunter, the chapters transform what Gunter identifies as a critical space, with its knowledge-production traditions and typical tools, into a distinctive and novel methodology specifically for investigating the co-constitution of education leadership and policy.
Positioned at the intersection of education, policy, and society, the authors focus on a range of contexts from England, Ireland, Australia, and China, theorising the interrelationship between education leadership and policy whilst showcasing the advancement of a new methodology for exploring education leadership from a critical perspective. Topics discussed include how school leaders are navigating mistrust in politics, barriers faced by women leaders in HEIs in China, and the responsibility of educational leaders to establish a culture of care in their institutions.
Bringing together internationally emerging scholars with leading researchers from within the fields of educational leadership and policy, Critical Education Leadership and Policy Scholarship includes an Afterword by Emerita Professor Helen Gunter.
Introduction: Critical Education Leadership and Policy Scholarship: Introducing a New Research Methodology; Paul W. Armstrong, Steven J. Courtney and Amanda McKay
- Chapter 1. Adumbrating Critical Education Leadership and Policy Scholarship as a New Research Methodology; Steven J. Courtney
- Chapter 2. Leading in a Crisis of Public Truth: How School Leaders are Navigating Lying in Politics; Belinda C. Hughes
- Chapter 3. From Policy Entrepreneur to Policy Receiver: How Multi-Academy Trusts Structure School Leaders as Policy Actors; Mark Innes
- Chapter 4. Bounded by Professionalised Practices of Governance? Making Sense of Parents’ Stories of Becoming a School Governor; Joanne Doherty
- Chapter 5. Fitting into the Ideal ‘Academic and Innovative’ Leadership Discourse—Structural Influences Faced by Women Leaders in HEIs in China; Zeya Li
- Chapter 6. Establishing a Culture of Care: The Responsibility of Educational Leadership; Sarah Bibi and Stephen M. Rayner
- Chapter 7. The Corporatisation of Parental Engagement in Multi-Academy Trust Leadership in Subordinated Communities: Thinking with Bourdieu’s Field Theory; Karen Broadhurst Healey
- Chapter 8. Senior Leaders Doing Policy Narration in Social Research Projects; Craig Skerritt
- Chapter 9. A Critical Analysis of Executive Principal Leadership in China’s Formal Multi-School Collaborations; Pinyan Lin
- Chapter 10. Leading as Radicalism under the Long Shadow of Gove’s School Desk; Alex McTaggart
- Chapter 11. Responding to the Hyperlocal Turn in Education: What Role is there for Professionally Led Research–Practice Partnerships in Place-Based Policy Enactment?; Claire Forbes and Kirstin Kerr
- Afterword: A Way Forward for CELPS?; Helen M. Gunter
The UK has just ushered in a landslide political tsunami under the simple slogan change. This book is a clarion call and a harbinger for a paradigmatic change in a new critical research methodology in education leadership and policy scholarship. May it have the same effect!
Steven J. Courtney is Professor of Sociology of Education Leadership and is currently Research Director of the Manchester Institute of Education (MIE), UK.
Paul W. Armstrong is Reader in Education and Associate Director for Business Impact at the School of Education, Environment and Development (SEED), University of Manchester, UK.
Amanda McKay is a Senior Lecturer in Education at the Manchester Institute of Education, UK.