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Educational Leadership Relationally = A Theory and Methodology for Educational Leadership, Management and Administration /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Educational Leadership Relationally/ by Scott Eacott.
其他題名:	A Theory and Methodology for Educational Leadership, Management and Administration /
作者:	Eacott, Scott.
面頁冊數:	XIV, 152 p.online resource. :
Contained By:	Springer Nature eBook
標題:	Education. -
電子資源:	https://doi.org/10.1007/978-94-6209-911-1
ISBN:	9789462099111

Educational Leadership Relationally = A Theory and Methodology for Educational Leadership, Management and Administration /
Eacott, Scott.

Educational Leadership RelationallyA Theory and Methodology for Educational Leadership, Management and Administration /[electronic resource] :by Scott Eacott. - 1st ed. 2015. - XIV, 152 p.online resource.

Educational leadership, management and administration has a rich history of epistemological and ontological dialogue and debate. However in recent times, at least since the publication of Colin Evers and Gabriele Lakomski’s trilogy – knowing, exploring and doing educational administration – there has been a distinct dearth. Educational Leadership Relationally explicitly returns matters of epistemology and ontology to the centre of the discussion. Through a sustained and rigorous engagement with contemporary thought and analysis, Scott Eacott articulates and defends a relational approach to scholarship in educational leadership, management and administration. Eacott belongs to a group of scholars in educational administration who could be called meta-sociologist. This group blends sociology, historical revisionism, managerial theories and general philosophy to emphasise the relevance of sociological analysis in the field of educational administration. Proposing a relational turn, Eacott outlines a methodological agenda for constructing an alternative approach to educational leadership, management and administration scholarship that might be persuasive beyond the critical frontier. The relational research programme is arguably the most ambitious agenda in educational leadership, management and administration coming out of Australia since Colin Evers and Gabriele Lakomski’s natural coherentism and Richard Bates’ Critical Theory of Educational Administration. As a research agenda, it engages with: the centrality of administration in constructions of the social world; the legitimation of popular labels such as ‘leadership’; the inexhaustible and inseparable grounding of administrative labour in time and space; and overcomes contemporary tensions of individualism/collectivism and structure/agency to provide a productive – rather than merely critical – space to theorise educational leadership, management and administration.

ISBN: 9789462099111

Standard No.: 10.1007/978-94-6209-911-1doiSubjects--Topical Terms:

555912
Education.

LC Class. No.: L1-991

Dewey Class. No.: 370

Educational Leadership Relationally = A Theory and Methodology for Educational Leadership, Management and Administration /
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