The principalship, autonomy, and after

Journal article


Eacott, Scott. (2015) The principalship, autonomy, and after. Journal of Educational Administration and History. 47(4), pp. 414 - 431. https://doi.org/10.1080/00220620.2015.996866
AuthorsEacott, Scott
Abstract

Contemporary discourses in educational administration have exponentially grown the number of adjectival leaderships, challenged traditional organisational structures, and offered autonomy as a solution to performance issues. In this theoretical paper, I ask what does the principalship look like after autonomy? Despite the range of objections that could be raised in relation to thinking with and through an organisational role, it is the contention of this paper that it is in the principalship that we find important resources for theorising educational administration, even if, at first sight, these resources appear to bear little connection to, or resonance with, contemporary discourses of ‘leadership’ in education. Working within a relational approach to educational administration that I am advancing, my argument is built around three key markers: the centrality of temporality, the (im)possibility of the local, and the imposition of ‘quality’.

Year2015
JournalJournal of Educational Administration and History
Journal citation47 (4), pp. 414 - 431
ISSN0022-0620
Digital Object Identifier (DOI)https://doi.org/10.1080/00220620.2015.996866
Page range414 - 431
Research GroupSchool of Education
Publisher's version
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Controlled
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