Creating 'Temperamental Artistes': a longitudinal study of leadership capacity building in disadvantaged schools

Niesche, Richard and Mills, Martin (2013). Creating 'Temperamental Artistes': a longitudinal study of leadership capacity building in disadvantaged schools. In Scott Eacott and Richard Niesche (Ed.), Empirical Leadership Research: Letting the Data Speak for Themselves (pp. 143-164) New York, NY, USA: Untested Ideas Research Center.

Attached Files (Some files may be inaccessible until you login with your UQ eSpace credentials)
Name Description MIMEType Size Downloads
Author Niesche, Richard
Mills, Martin
Title of chapter Creating 'Temperamental Artistes': a longitudinal study of leadership capacity building in disadvantaged schools
Title of book Empirical Leadership Research: Letting the Data Speak for Themselves
Place of Publication New York, NY, USA
Publisher Untested Ideas Research Center
Publication Year 2013
Sub-type Research book chapter (original research)
ISBN 9781625200037
Editor Scott Eacott
Richard Niesche
Chapter number 7
Start page 143
End page 164
Total pages 22
Total chapters 10
Collection year 2014
Language eng
Formatted Abstract/Summary
In the first chapter of section two, Richard Niesche and Martin Mills draw upon a case study of a principal who undertakes reforms in two schools over a 14 year period. Both schools are severely disadvantaged in terms of their students coming from very low socioeconomic status communities. Niesche and Mills draw upon the work ofNancy Fraser to theorize the leadership practices in the two schools. The case study includes interviews with the principal, teachers and key administrative staff to examine their experiences of school reform in these communities. Key aspects of this principal's philosophy of social justice include high expectations, relations with the local community and building leadership density. The chapter argues that leadership in these types of communities needs to advocate for these students in terms of a parity of participation, to use Fraser' s term, so that the best opportunities can be provided to these students through forms of recognition, representation and redistribution. This is not intended to be a new form of adjectival leadership approach but rather to illustrate an organically built, context driven approach to social justice.
Q-Index Code BX
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Book Chapter
Collections: Non HERDC
School of Education Publications
 
Versions
Version Filter Type
Citation counts: Google Scholar Search Google Scholar
Created: Tue, 10 Dec 2013, 10:48:59 EST by Claire Backhouse on behalf of School of Education