Educational Leadership through a Practice Lens: Practice Matters

Series Editors’ Foreword
Acknowledgements
Contents
1 Introduction: Educational Leadership Through a Practice Lens
1.1 Introduction
1.2 Why Adopt a Practice Lens in Education?
1.3 Educational Leadership Through a Practice Lens
1.4 Re-conceptualising Educational Leading as Practice/Praxis
1.5 Pedagogy and Educational Leading as Practice/Praxis
1.6 Conclusion
References
2 Re-conceptualising Practice and Praxis in Educational Leadership
2.1 Introduction
2.2 Re-turning to Practice
2.3 Re-turning to Praxis
2.3.1 Jane’s Story
2.4 Mapping Praxis: A Neo-Aristotelean Approach
2.5 Mapping Praxis: A Post-Marxist Approach
2.6 Conclusion
References
3 Practice Matters
3.1 Theory of Practice Architectures
3.2 Ecologies of Practices
3.3 Site Ontologies: What Have Sites Got to Do with It?
3.4 Differences and Affordances Between Practice Architectures and Site Ontologies Approaches
3.5 Conclusion
References
4 Power Matters
4.1 Introduction
4.2 Field and Capital
4.3 Linking Field and Habitus
4.4 Entering the Game of Educating
4.5 Bringing Bourdieu and Practice Architectures Theory into Dialogue
4.6 Affordances of a Dual Practice Architectures and Bourdieuian Lens
4.7 Feminist Critical Scholarship
4.8 Feminist Critical Scholarship in Dialogue with Practice Approaches
4.9 Conclusion
References
5 Instructional Leading Through a Practice Lens
5.1 Introduction
5.2 Part One: Mapping the Practice Architectures of Big River Catholic Education District
5.2.1 Orchestrating School Improvement: A Case of Travelling Practices
5.3 Part Two: Mapping the Changing Practice Landscape of Ringtail School
5.4 Coaching Conversations as a Site of Travelling Practices for Whole School Improvement
5.4.1 Coaching Conversations at Ringtail Catholic Secondary School: Setting the Scene
5.4.2 Orchestrating New Practice Architectures of Instructional Leading and Professional Learning Through Coaching Conversations
5.5 Orchestrating School Improvement: Educational Leading as Pedagogical Praxis/Practice
5.6 Drawing the Threads Together
5.7 Part Three: Theoretical Implications
5.7.1 Being Recognised as a ‘Competent Participant’
5.7.2 Contestation Matters
5.8 Conclusion
References
6 Leading as a Socially Just Practice
6.1 Preamble
6.2 Introduction
6.3 Mapping the Practice Architectures Reshaping Regional High School
6.4 Developing Whole School Practices of/for Social Justice and Inclusion
6.5 Transformations in Practice Architectures of/for Socially Just and Inclusive Practices at Regional High School
6.6 Transformations in Practice Architectures of/for Socially Just and Inclusive Practices at Regional Education Office
6.7 Leading as a Socially Just Practice: A Contested Practice
6.8 Conclusion: Towards Researching Educational Leading as a Socially Just Practice
References
7 Emotions Matter: Theorising Emotions in Practice
7.1 Introduction
7.2 Emotions Matter: Theorising Emotions in Practice
7.3 Emotions in the Social Sciences: The Return of the Repressed
7.4 Emotions in Practice
7.4.1 Emotions, Affect and Practice: Humanistic and Posthumanistic Approaches
7.5 The Place of Emotions in Site Ontologies
7.6 The Place of Emotions in Practice Architectures Theory
7.7 Emotions as Sites of Knowing in Feminist Scholarship
7.8 Educational Leading as Emotional Labour
7.9 Drawing the Threads Together
7.10 Conclusion
References
8 The Emotional Labour of Educational Leading: A Practice Lens
8.1 Introduction
8.2 Mapping the Practice Architectures of Victorian Education
8.3 School Sites and Methodology
8.4 Community Making as a Contested Project of Caring
8.5 A Critical Incident: Breakdowns in Community Making/Caring
8.6 Community Making and Caring as Emotional Labour
8.6.1 Different Forms of Teacherly ‘Know-How’
8.6.2 Different Forms of Principalship ‘Know-How’
8.7 The Emotional Labour of Educational Leading Through a Practice Lens
8.8 Conclusion
References
9 Leading Matters: A Modest Manifesto
9.1 Introduction
9.2 Drawing the Threads Together
9.3 Conclusion: Putting Educational Leadership in Its Place
References
Index