Advocating a post-structuralist politics for educational leadership

Niesche, Richard and Gowlett, Christina (2014) Advocating a post-structuralist politics for educational leadership. Educational Philosophy and Theory, 47 4: 372-386. doi:10.1080/00131857.2014.976930


Author Niesche, Richard
Gowlett, Christina
Title Advocating a post-structuralist politics for educational leadership
Journal name Educational Philosophy and Theory   Check publisher's open access policy
ISSN 1469-5812
0013-1857
Publication date 2014-11-07
Year available 2014
Sub-type Article (original research)
DOI 10.1080/00131857.2014.976930
Volume 47
Issue 4
Start page 372
End page 386
Total pages 15
Place of publication Abingdon Oxon United Kingdom
Publisher Routledge
Collection year 2015
Language eng
Abstract Post-structuralist discourses have usually been associated with forms of critique and deconstruction of social, cultural and philosophical phenomena. However, this article attempts to provide a generative approach to understanding educational leadership through Michel Foucault’s notions of power and subjectification, and Judith Butler’s notions of performativity and discursive agency through re-signification. We argue that leadership is not simply a list of traits, characteristics or behaviours to be implemented. Rather, we argue that leaders are performatively constituted through everyday practices and discourses. The aim is to interrupt prevailing discourses that often re-inscribe certain forms of meaning and understanding in educational leadership. This disruption subsequently provides possibility for putting forward otherwise silenced ideas about what leadership is and how leadership ‘identity’ (subjectivity) is formed, thus expanding the methodological tools scholars can use to talk about leadership.
Keyword Post-structuralism
Foucault
Butler
Power
Subjectification
Performativity
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ
Additional Notes Published online ahead of print 7 Nov 2014

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2015 Collection
School of Education Publications
 
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