"Leadership" and the social: Time, space and the epistemic
Eacott, Scott. (2013). "Leadership" and the social: Time, space and the epistemic. International Journal of Educational Management. 27(1), pp. 91 - 101. https://doi.org/10.1108/09513541311289846
Purpose: “Leadership” is arguably the central concept of interest in contemporary scholarship on educational administration. Within this scholarly discourse, there is an explicit assumption that leadership is a “real” phenomenon that is not only important, but also necessary for educational institutions. However, few scholars engage with issues surrounding the confusion of a socially constructed label with an assumed empirical reality. The aim of this paper is to mobilise critical social theory and to discuss the concept of leadership in educational administration.
Design/methodology/approach: To engage with this matter, the author mobilises critical social theory, specifically that of Pierre Bourdieu, to discuss the concept of leadership in educational administration.
Findings: In doing so, the author argues that: “leadership” is a label taken from common language into scholarly discourse for the purpose of solving a perceived problem in the empirical world, and that this is made possible through a particular constitution of the social space.
Research limitations/implications: The central argument of this paper challenges the hegemonic position of educational leadership scholarship, particularly its mobilisation of context, both time and space.
Originality/value: Unlike scholarship focused on developing an explanation of what constitutes leadership, this paper engages with the abstraction of “leadership” as an educational administration concept.
|Keywords||leadership; Bourdieu; educational administration; epistemic; temporality; education|
|Journal||International Journal of Educational Management|
|Journal citation||27 (1), pp. 91 - 101|
|Publisher||Emerald Publishing Limited|
|Digital Object Identifier (DOI)||https://doi.org/10.1108/09513541311289846|
|Page range||91 - 101|
|Research Group||School of Education|
File Access Level
|Place of publication||United Kingdom|
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