Narratives of Educational Leadership: Representing Research via Creative Analytic Practices

Acknowledgements
Contents
Editor and Contributors
1 Educational Leadership Research and Creative Analytic Practices: A Critical Mapping of Theoretical and Methodological Terrains?
1.1 Introduction: Setting the Scene for the Narratives of Educational Leadership
1.2 The Conceptual Confusion and Romanticization of Leadership
1.3 Re-conceptualizing Educational Leadership from The Lens of Critical Scholarship
1.4 Critical Engagement with Educational Leadership Theory, Policy, and Practice: Some Examples of Scholarship from the Field
1.5 Theory and Practice: A Marriage of Convenience with a Choice Upgrade?
1.6 The Methodological Terrain of Qualitative Inquiry
1.7 Doing Representation Differently: The Case for Creative Analytic Practices (CAPs)
1.8 Overview of the Book
1.9 Conclusion
References
2 Educational Leadership, Critique and the Critical Researcher
2.1 This is Not An Introduction
2.2 Philosophical Problems with Leadership (1)
2.3 Deconstruction Must Take Place
2.4 Philosophical Problems with Leadership (2)
2.5 A Differend with Leadership?
2.5.1 Current Bio Draft (in a More ‘respectable’ Times New Roman Font):
2.5.2 An Alternate Narrative
2.6 Philosophical Problems with Leadership (3)
2.7 Can There Be a Conclusion? or ‘Why Philosophize?’ (Lyotard, 2013)
2.8 Philosophical Problems with Leadership (4)
References
3 Turning Water into Wine: Scripting Multi-academisation Through Messianic Educational Leadership
3.1 Introduction
3.2 MATs and Multi-academisation
3.3 Theorising with Messianic Educational Leadership
3.4 Methodology
3.4.1 Rendering Multi-academisation Data as Drama
3.4.2 Crafting the Script
3.5 Scripting Multi-academisation
3.5.1 Indicative Data Extracts for Scene One
3.5.2 Scene One
3.5.3 Indicative Data Extracts for Scene Two
3.5.4 Scene Two
3.5.5 Indicative Data Extracts for Scene Three
3.5.6 Scene Three
3.5.7 Indicative Data Extracts for Scene Four
3.5.8 Scene Four
3.6 What Does Scripting Multi-academisation Illuminate?
3.7 Concluding Remarks: On the Ethics of Dramatic Presentation
References
4 (Mis)Leading for Social (in)justice and (in)equity…(Un)Following a Script?
4.1 Introduction
4.2 Setting Social Justice and Equity Within the Local Education Policy Landscape
4.3 Methodological Props: The Fictional Representation of My Educational Leadership Narrative
4.3.1 Unscripting ‘The Script’: A Narrative Preamble
4.3.2 Crafting and Constructing ‘The Script’: Characters, Stage Setting, and Play Conventions
4.4 The Script
4.4.1 Prologue
4.4.2 Scene 1: Accepting ‘foreign’ Students LOCALLY?
4.4.3 Scene 2: ‘Foreign’ Parents in LOCAL Schools—Trials and Tribulations?
4.4.4 Scene 3: Diverse Students in LOCAL Schools—A Matter of Inclusion, Integration, Tolerant Differentiation, or Positive Discrimination?
4.5 Conclusions
References
5 Is Inclusive Educational Leadership for Social Justice and the Common Good Possible?
5.1 The Spanish Context
5.2 Theoretical Framework
5.3 Research Methodology: Autoethnography
5.4 Autoethnography of an Inclusive Leadership Experience
5.5 Discussion and Implications of the Study
5.6 Conclusions
References
6 Potential Theoretical Approaches to Support the Critical Exploration of ‘The Problem(s)’ of Preparing, Recruiting and Retaining Headteachers in Scotland
6.1 Introduction
6.2 Situating the Case Study for Exploring the Problem(s): Scotland’s Education System
6.3 What Do We Know Already About the Problem(s)?
6.4 What Do We Not yet Understand About the Problem(s)?
6.5 How Can We Develop New Understandings About the Problem(s)?
6.6 The Bacchi Approach: Structured Critical Literature and Policy Analysis
6.7 The Delphi Technique: Participatory Knowledge Creation
6.8 Narrative and Life History Approaches: Insights from Experiences and Perceptions
6.9 Writing the Narrative
6.9.1 Collaborative Analysis
6.9.2 Illuminating the Lived Experiences of Headship: A Creative Analytical Approach
6.9.3 Creative Methods of Analysis: Constructing Scenes
6.9.4 Tensions in Exploring Experiences in Becoming and Being a Headteacher
6.9.5 Conclusion
References
7 The Lockdown Files: University Performance and Development Reviews (PRDs) as a Form of Governmentality
7.1 Introduction
7.2 The Matter of Methodology
7.3 The Lockdown Files
7.4 Troubling the Notions of Educational ‘Leadership’ and/or ‘Management’
7.4.1 The Nature of Leadership and Management
7.5 Coda
References
8 The Views of the Few or the Voices of Many: Methods of Exploring Leadership Roles Through Alternative Approaches Within Higher Education
8.1 Introduction
8.2 Leadership in Higher Education
8.3 Exploring Leadership Journeys and the Problems with Traditional Approaches
8.4 Q-Method—An Introduction
8.4.1 What Can Q-method Offer When Exploring Leadership Journeys?
8.5 Stages in a Q-Method Approach
8.5.1 The Concourse and Q-Set Development
8.5.2 Q-Sorting
8.5.3 Analysing the Q-Sort
8.6 An Example of Using Q-Method to Explore Leadership Journeys
8.6.1 Development of the Q-Set and the Q-Sort Process
8.7 Reflections and Conclusions
References
9 Ghostly Mirroring: How Taxidermy Could Teach us Something Important About Current Attempts to Inspire STEM Aspirations in Young Women
9.1 Introduction
9.2 Glitter, Girls in STEM and Educational Leadership
9.3 A Not so Glittery Experience: Entering a STEM Classroom
9.4 Mirroring
9.5 Exploring the Histories Lingering in Taxidermies
9.5.1 Conservation Practices: Bringing Life to the Dead
9.5.2 Possible Histories of Taxidermy
9.6 STEM Narratives Mirrored in Taxidermy
9.7 Conclusion
References
10 Conclusions: A Critical Commentary on the Theory and Methodology of Educational Leadership Narratives
10.1 Prologue to the Writing Story
References
Index