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Gender, Identity and Educational Leadership de Dr Kay Fuller

Gender, Identity and Educational Leadership

Autor Dr Kay Fuller
en Limba Engleză Paperback – 22 apr 2015
Gender, Identity and Educational Leadership explores how head teachers' social identities - particularly pertaining to gender, social class and ethnicity - influence their leadership of diverse populations of pupils and staff. Informed by new research conducted throughout the first decade of the 21st century and advances in gender theories, the book draws attention to how head teachers' views of their diverse school populations influence school leadership. Connections are made between head teachers' social identities; their personal and professional histories; and their perceptions of diversity amongst the children, young people, staff and the wider communities they serve.
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Specificații

ISBN-13: 9781474234627
ISBN-10: 1474234623
Pagini: 224
Dimensiuni: 156 x 234 x 12 mm
Greutate: 0.32 kg
Editura: Bloomsbury Publishing
Colecția Bloomsbury Academic
Locul publicării:London, United Kingdom

Caracteristici

Combines gender theory with Pierre Bourdieu's thinking tools of habitus, field, capital, misrecognition and symbolic violence to analyze the interplay between social identity and educational leadership.

Notă biografică

Kay Fuller is Associate Professor of Educational Leadership in the Centre for Research in Educational Leadership and Management at the University of Nottingham, UK.

Cuprins

Acknowledgements List of tables1. Context and Rationale2. Gender and Educational Leadership3. Values-led Leadership 4. What Diversity Means to Headteachers: Gender5. What Diversity Means to Headteachers: Social Class6. What Diversity Means to Headteachers: Ethnicity7. ConclusionReferencesAppendicesIndex

Recenzii

Kay Fuller has provided a thought-provoking and insightful analysis of the intersectionality of gender, identity and educational leadership. Drawing on post-structuralist theories and interview data with female and male school leaders, Kay traces ways in which personal histories and contexts impact on head teachers' professional lives and understandings. Importantly, the misrecognitions that Kay documents offer researchers in the field a challenging agenda for future work.
This book advances the study of educational leadership. Kay Fuller takes forward our thinking and understanding of gender, class and ethnicity as they relate to the role and function of the head teacher using a theoretical framework that breaks fresh ground for the field. I commend this book to all those concerned with social justice in educational leadership.
Kay Fuller is researching and writing within an important tradition in socially critical leadership studies. This book enables the voices of professionals to speak loudly about gender, race and social class, and in ways that illuminate the relationship between values and practice. At a time when we are all meant to make a difference through delivering measurable outcomes, Kay Fuller demonstrates that this cannot take place without a theory and practice of difference. The field of educational leadership must now do research and professional preparation differently as a result of this book, where training and development has to begin with diversity and intersectionality.