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The Challenges of Educational Leadership
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The Challenges of Educational Leadership

First Edition


September 2004 | 240 pages | SAGE Publications Ltd
`It should be essential reading at the National College for School Leadership' - Michael Duffy, Times Educational Supplement, Friday Magazine

`This book continues Michael Bottery's principled and persuasive assault on the application by policymakers of fashionable, shallow and decontextualised solutions (in this case leadership) to fundamental problems and issues in the definition, design and purposes of education. It is distinguished by its embeddedness in wider social science ideas and debates, enabling the challenges that schools and teachers face to be set in context, and by its sharp assessment of the impact of decades of the erosion of trust and meaning on educational work' - Jenny Ozga, Professor of Educational Research, Centre for Educational Sociology, University of Edinburgh

In this book Mike Bottery presents critical issues about the purposes of educational leadership.

He examines how `official' concepts of leadership are driven by demands which are not always to the educational, political, or social benefit of practitioners.

This book will help educational leaders and aspiring educational leaders to examine their own values and practice.

 
The Book's Intentions
 
Shifting Frames of Reference: The Need for Ecological Leadership
 
PART ONE: SETTING THE CONTEXT
 
The Global Challenge
 
The Impact of Commodification and Fragmentation
 
The Impact of Standardization and Control
 
PART TWO: EXAMINING THE IMPACT
 
The Impact on Trust
 
The Impact on Truth and Meaning
 
The Impact on Identity
 
PART THREE: BEGINNING A RESPONSE
 
Learning Communities in a World of Control and Fragmentation
 
Professionals at the Crossroad
 
Models of Educational Leadership

`It should be essential reading at the National College for School Leadership' - Michael Duffy, Times Educational Supplement, Friday Magazine

`This book continues Micheal Bottery's principled and persuasive assault on the application by policymakers of fashionable, shallow and decontextualised solutions (in this case leadership) to fundamental problems and issues in the definition, design and purposes of education. It is distinguished by its embeddedness in wider social science ideas and debates, enabling the challenges that schools and teachers face to be set in context, and by its sharp assessment of the impact of decades of the erosion of trust and meaning on educational work.' - Jenny Ozga, Professor of Educational Research, Centre for Educational Sociology University of Edinburgh

Sample Materials & Chapters

PDF of Chapter 2


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