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Paradox and the school leaderthe str...

Dolan, Chris.

Paradox and the school leaderthe struggle for the soul of the principal in neoliberal times /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Paradox and the school leaderby Chris Dolan.
其他題名:	the struggle for the soul of the principal in neoliberal times /
作者:	Dolan, Chris.
出版者:	Singapore :Springer Singapore :2020.
面頁冊數:	xvii, 234 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
標題:	Educational leadership.
電子資源:	https://doi.org/10.1007/978-981-15-3086-9
ISBN:	9789811530869$q(electronic bk.)

Paradox and the school leaderthe struggle for the soul of the principal in neoliberal times /
Dolan, Chris.

Paradox and the school leaderthe struggle for the soul of the principal in neoliberal times /[electronic resource] :by Chris Dolan. - Singapore :Springer Singapore :2020. - xvii, 234 p. :ill., digital ;24 cm. - Educational leadership theory,2510-1781. - Educational leadership theory..

1 Scope, Postition and Sequence -- 2 Thinking with Paradox -- 3 Governing the Soul: The Theoretical Support of Michel Foucault -- 4 In Neoliberal Times -- 5 The Lines of Struggle -- 6 Paradoxes of Subjectivity and Authority -- 7 Paradoxes of Neoliberal Policy -- 8 Paradoxes of Managerialist Practice -- 9 Generative Possibilities.

This book proposes that paradox, as a theoretically rich and historically enduring concept, has significant potential for researchers in the field of critical leadership studies. By enriching its general form and infusing it with added complexity and theoretical influence, it is argued that paradox can be legitimately applied as a lens for examining and as a pedagogy for realising new learning possibilities. The book takes paradoxes as formed out of the constitutive practices of discourse rather than as representations of conflict or complexity. Using fifteen paradoxes derived from theoretical and empirical analysis, it provides insights into the competing forces that contradict simplistic positivist accounts of contemporary school leadership and reveal the presence of a political struggle for the soul of the principal in the neoliberal era. It considers these paradoxes in three categories: (1) principal subjectivity and authority, (2) neoliberal policy and (3) managerial practice. The book advocates critique, counter-conduct and agonistic thought and practice as resources for principals participating in such a struggle, and employs Foucault's 'care of the self' and 'practices of freedom' to promote more active involvement of principals in authoring their ethical and political selves.

ISBN: 9789811530869$q(electronic bk.)

Standard No.: 10.1007/978-981-15-3086-9doiSubjects--Topical Terms:

300947
Educational leadership.

LC Class. No.: LB2806 / .D653 2020

Dewey Class. No.: 371.2

Paradox and the school leaderthe struggle for the soul of the principal in neoliberal times /
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520 $a This book proposes that paradox, as a theoretically rich and historically enduring concept, has significant potential for researchers in the field of critical leadership studies. By enriching its general form and infusing it with added complexity and theoretical influence, it is argued that paradox can be legitimately applied as a lens for examining and as a pedagogy for realising new learning possibilities. The book takes paradoxes as formed out of the constitutive practices of discourse rather than as representations of conflict or complexity. Using fifteen paradoxes derived from theoretical and empirical analysis, it provides insights into the competing forces that contradict simplistic positivist accounts of contemporary school leadership and reveal the presence of a political struggle for the soul of the principal in the neoliberal era. It considers these paradoxes in three categories: (1) principal subjectivity and authority, (2) neoliberal policy and (3) managerial practice. The book advocates critique, counter-conduct and agonistic thought and practice as resources for principals participating in such a struggle, and employs Foucault's 'care of the self' and 'practices of freedom' to promote more active involvement of principals in authoring their ethical and political selves.
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