This timely book explores how various feminist perspectives fruitfully explain women’s experience of educational leadership, drawing on a contemporary conceptualisation of fourth-wave feminism that is intersectional and inclusive. The book asks which and whose feminist theory is used to explain gender and feminism in educational leadership, management and administration (ELMA): the scholar’s, the research participant’s or a combination of the two in the co-construction of knowledge from an intersectional feminist perspective. It conceptualises intersectional and inclusive feminist perspectives on educational leadership, theorising research through a Black British feminist perspective, a gender and Islamic perspective and a queer theory perspective, depending on the self-identification of participants. It explores digital feminism and men’s pro-feminism. The book identifies feminist leadership praxis as a focus for future research and explores how leaders can draw on funds of knowledge, identity cultural wealth and lead and educate diverse populations of students. Highlighting the importance of intersectional feminist perspectives in ELMA, the book will appeal to scholars, researchers and postgraduate students in the fields of inclusive educational leadership and management, gender studies and feminism.

Advanced Theories of Educational Leadership presents recent models of leadership and analyzes their components and implications in the educational context. Each chapter features the scholarly background of each model, its components, antecedents, and critically analyzes its values and application to educational institutions. Special attention is given to issues of social justice, equity, equality, anti-racism, and the like. This core text provides aspiring school leaders and administrators with each model theory, and tools for applying it with special attention to issues of social justice, equity, diversity, and anti-racism alike. The book designed in a form of a course textbook for postgraduate students in the field of Educational Leadership and Administration in studying each model. Also, it provides professors of educational leadership in teaching contents and methods in their courses about school leadership, school improvement, Educational Leadership Development, Superintendents’ Qualification; School Leadership Professional Development, every chapter includes teaching tools, reflection questions and practice activities for students, in addition the book informs researchers, and policymakers aiming at promoting multi-faceted educational leadership for equity and excellence and robust models of leading, improving and changing schools.

Drawing together diverse research perspectives and theoretical underpinnings, this handbook explores gender as a social category and examines cultural and social differences. Bringing together diverse perspectives from around the world, including from Africa, Europe, the Middle East, the UK and the USA, the volume sets out the gender and educational leadership and management field, providing a snapshot of the field as it stands, signalling its development and directions for future development. It offers focused reviews of empirical research on particular aspects of the field and presents new insights from research findings and methodological approaches.

This volume explores how educational leadership and administration (ELA) is constructed in the Middle East and North African region (MENA), and charts the development of ELA as a discipline. Against the backdrop of rapid growth and interest in the educational restructuring, educational reforms, policy and leadership landscape of the region, chapters investigate issues concerned with the production and utilization of knowledge in the field, and analyse the future of ELA in relation to the educational policies and practices in MENA countries. Featuring a broad range of geographically dispersed specialist contributors involved in leadership, policy, and administration, the volume ultimately sheds light on this little-researched area of study to demystify common tropes and misunderstandings surrounding ELA in the MENA region. This book will be of use to scholars, researchers, and postgraduate students involved with international and comparative education, higher education management, and education policy and politics more broadly.

This Handbook explores the discourse within the field of educational leadership and management. It provides a clear analysis of the current field as well as older foundational ideas and newer concepts which are beginning to permeate the discussion. The field of educational leadership and management has long acknowledged that educational contexts include a variety of leaders beyond school principals and other school officials such as informal and middle level leaders. By looking at the knowledge dynamic rather than a static knowledge base , this Handbook allows research to be presented in its multidimensional, evolving reality.

This edited collection is a Festschrift to Helen M. Gunter, a leading scholar in the field of education policy and leadership. We draw on the concept of the Festschrift as a collection of papers, or chapters, that recognise, honour, and celebrate the work and contributions of an esteemed academic. Gunter’s work has opened up the field of critical education policy and leadership studies and provoked, if not revitalised, scholarly thinking about the origins, structures, patterns and impact of the field. Gunter’s personal commitment to intellectual leadership of the field and public education resonates across all her scholarly works. The core intention of this unique collection is to recognise Gunter’s scholarly contributions as an academic, practitioner and public intellectual. Invited authors have been asked to reflect critically on ways in which Gunter’s work and intellectual support have influenced their own research, teaching and academic engagement. In their reflections, contributors not only speak to the intellectual work of Gunter but suggest how they have taken this work forward and how this has advanced the field of education as well as the production of knowledge.

This insightful book explores the life and ideas of Italian Marxist theoretician Antonio Gramsci, and argues his work has considerable contemporary relevance when re-considering educational leadership in today’s age of crises. Gramsci’s theory of hegemony has provided an invaluable intellectual resource for those seeking to bring about radical change in the complex context of contemporary capitalist societies. In particular, his focus on the role of organic intellectuals engaging in an ongoing ideological struggle across economic, political and civil society helps to locate his notion of hegemony as a theory of leadership that is deeply rooted in pedagogical processes. This volume focuses on transformatory change both in and through education, reframing traditional notions of educational leadership as educative leadership, in which leadership for change, within and beyond educational institutions, is understood in pedagogical terms. This volume will be of pivotal interest to academics, researchers, and postgraduates in the fields of educational leadership, the sociology of education, and education policy and politics. Practitioners interested in educational leadership and social theory, and those active in social movements, may also find the book of use.

This edited volume brings together a range of perspectives on Educational Leadership, Management and Administration (ELMA) and various theories of resistance or compliance along with how policy and politics play out in school communities. The book makes a significant contribution to debates around theorising educational leadership and the implications of discourses on schooling and the politics of education. It brings together a broad array of international scholars to examine theories of resistance in ELMA and establish a resistance-oriented agenda for critical ELMA research that promotes change and diverse ideas about leadership. Using both empirical data and conceptual analysis, the chapters provide opportunities for theorising the work and working conditions of educational leaders alongside questions of compliance and resistance that further improve the understanding of these concepts in the field. Providing cutting-edge research and theorisation into this emerging area, the book will be highly relevant for researchers, academics, and postgraduate students in the fields of educational leadership, management and administration, and educational policy. It will also be of interest to school leaders.

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 Bourdieu’s 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 Bourdieu’s theory of practice, and it makes a strong contribution to Bourdieusian scholarship, social justice scholarship and educational leadership scholarship.

This book is the first international reference work to showcase the diversity of ways of using Bourdieu's sociological toolkit in educational research. Written by scholars based in Australia, Brazil, Canada, China, Indonesia, Hong Kong, the UK, and the USA, the handbook provides a unique and cutting-edge picture of how Bourdieu has been both used and adapted in educational research globally. The book will be useful for those who may only have a cursory knowledge of Bourdieu's tools as well as those who are already familiar with Bourdieu's work. The chapters cover a wide range of topics including educational leadership, teacher preparation, space/place, educational policy, literacy education, marginalised students, and student mobility.