Jacky Lumby
Biographic Data
| ID | 2325932 |
|---|---|
| NAME | Jacky Lumby |
| GIVEN NAMES | Jacky |
| FAMILY NAME | Lumby |
| SIGNATURE | LUMBY J |
| AFFILIATIONS | University of Southampton |
| ORCID | 0000-0001-7774-9827 |
| VERIFIED | Yes |
| TOTAL WORKS | 23 |
| TOTAL CITATIONS | 47 |
| AUTHOR COUNT | 23 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 4 |
Leadership for equality in education
This article examines how Educational Management, Administration and Leadership has embodied the values, concepts and practice of the field of educational leadership over 50 years and so played a part in challenging or sustaining inequality in education. The article explores selected key concepts, equal opportunities, diversity, and social justice, the disciplinary base and prevalent research methods underpinning work on inequality, the geographi…
A key leadership issue of the twenty‐first century
This article argues that engagement with religion is a key challenge for all leaders of schools in twenty‐first‐century multifaith societies. It outlines the historic and current context of the UK and the Republic of Ireland, and national and European policies that prioritise community cohesion in education. The functional and substantive roles of religion are considered as reflected in education, where they adjudicate power and shape values and …
Leadership and power in higher education
Power is an essential component of leadership and has many complex forms. The article explores how a sample of higher education leaders in the United Kingdom engages with and uses power. It examines how we might understand leaders’ orientation to power in an environment where many disapprove of its use. The analysis suggests leaders habitually use varying forms of power, though often this is denied or obscured by a range of strategies. The purpos…
What is ‘policy’ and what is ‘policy response’? An illustrative study of the implementation of the Leadership Standards for Social Justice in Scotland
This article examines ‘policy’ and ‘policy response’ through documentary analysis and an illustrative study of policy implementation. Our approach is informed by Foucault’s (2009) theory that power relations in society are conditioned by a culturally generated set of ideas, and that these relations contain the space for both coercion and resistance. Our aim is to consider the potential for policy compliance and contestation by: (1) describing pol…
School leadership for equity
Responding to Thrupp's [2003. “The School Leadership Literature in Managerialist Times: Exploring the Problem of Textual Apologism.” School Leadership & Management: Formerly School Organisation 23 (2): 169] call for writers on school leadership to offer ‘analyses which provide more critical messages about social inequality and neoliberal and managerialist policies’ we use Foucault's [2000. “The Subject and Power.” In Michel Foucault: Power, edite…
Corrupt language, corrupt thought
This article deconstructs the language of the 2010 UK Coalition Government's White Paper, The Importance of Teaching . It uses analytical frameworks related to rhetoric established by Aristotle and Cicero. It explores the mechanisms of language using both critical discourse analysis and content analysis, offering quantitative data on the content of the paper and qualitative data on the literary strategies employed. It is concerned not only with h…
Women principals in South Africa
This paper draws on qualitative data from a mixed‐method study that analysed women's access to the principal role and their leadership experiences. The paper draws on a subset of interviews with 54 female head teachers in the Gauteng and North West provinces of South Africa. Since a mothering style of leadership was self‐reported by over half of the participants in our study, this paper aims to explore the diverse ways in which motherhood was con…
Leadership preparation
William Taylor's 1969 Taylor, W., 1969. Issues and problems in training the school administrator. In: G. Baron and W. Taylor, eds. Educational administration and the social sciences. London: Athlone Press, 97–123. [Google Scholar] chapter provides a springboard to reflect on how what he termed administrator training has developed since the 1960s. Responding also to Baron's insistence in the same volume that education be viewed as political, the a…
Distributed Leadership
In about a decade the theory of distributed leadership has moved from a tool to better understand the ecology of leadership to a widely prescribed practice. This article considers how to account for its spread and dominance and what purpose it serves. The concept offers an enticing suggestion of including more in leadership, and even sometimes including staff members equally. The resulting issues around distribution of power are largely ignored o…
Valuing knowledge over action
Gender inequalities in educational administration attract calls for research internationally. The degree of concern and the urgent search for cause and cure are characterised as within an epidemic logic, evoking a managerialist ‘scientific’ reliance on evidence-driven change. Taking a poststructuralist approach, the paper uses a study of South African women school principals to position gender research as a tool for change. It considers one area …
Disengaged and disaffected young people
There are counter‐narratives of youth as at risk and as buoyant and agentive. The article maps the conceptual terrain concerning resilience, well‐being, buoyancy, enjoyment and happiness and selects factors related to the successful navigation of schooling. It analyses data from a subset of a national data set, from 65 young people considered to be disaffected or disengaged by their school or college. It explores the perceptions of young people t…
Gender representation and social justice
A number of researchers have provided an overview of the progress of research focusing on gender and educational leadership/management in the twentieth and twenty-first centuries. Some cast studies of representation as an early phase overtaken by later concern with phenomenological and radical perspectives. More recently, a focus on women and equity of representation within the workplace has been attacked as inappropriately essentialising women o…
Enjoyment and learning
Policy in England increasingly stresses the importance of enjoyment in education, both as a right in itself and as an essential support for learning. This paper draws on a large national dataset to focus on the perspective of young people aged 14–19 in England in 2007–2008. It considers alternative ways in which enjoyment and learning might be conceptualised. It analyses the evidence from young people to explore their experience of enjoyment at s…
Is leadership observable? Qualitative orientations to leadership for diversity. A case from FE
Currently, ethnographic interest in leadership is relatively sparse. This paper's focus derives from research about integrating diversity in leadership, and how some leaders are included and excluded from organisational influence in Further Education. Specific interest is in methodological opportunities to research leadership as observed behaviours in sensitive contexts of diversity. Three issues are foregrounded. Firstly, it is argued that notwi…
Leaders’ Orientations to Diversity
This article explores two case colleges in England to consider how context, conceptualisation, orientation and action interact in relation to diversity issues in leadership. Focus group and individual interview data are analysed. Context is perceived as influential in shaping concepts and action. In one case, the diversity and socio-economic disadvantage of the community create a perceived imperative to address diversity, resulting in multiple co…
Youth perspectives
Interviews with 14-19 year olds in England and Wales are analysed to explore young people’s perceptions of the experience of school and of alternative settings for learning such as further education colleges or work-based learning. Many experience school as oppressive, suggesting a defeasance of their rights as human beings. The article posits that conceptualisations of childhood, rather than offering protection, may lead to vulnerability and tha…
Performativity and identity
National policy discourses imply rational and positive pathways to greater equality and inclusion for public sector workers, including those in education. However, radical feminist and critical race theory suggests that whatever measures are undertaken to disassemble systems which impact negatively on those who are minority or excluded, systems which sustain current inequalities are likely to be synchronously constructed. Analysis of the UK perfo…
From simplicism to complexity in leadership identity and preparation
This article challenges the largely Western, functionalist and unitary notion of the self which underlies contemporary international approaches to educational leadership preparation. It locates an alternative concept of the self as simultaneously singular and multiple in deep-rooted and persisting mythic, religious and metaphysical thinking. The article suggests that identity is self- and co-constructed to achieve a sense of coherence, worth and …
Partnership, conflict and gaming
Government policy stresses partnership as a critical organizational form of the future to support the development of schooling. This article uses intergroup conflict and gaming theory to analyse data from one partnership. The views of young people and staff are explored to establish the nature and extent of conflict and its impact on the partnership. Gaming theory is used to investigate the engagement and expectations of organizations in the part…
Developing 14–19 education
The recent UK government Green Paper proposes reform for the supply side of 14-19 education, establishing four key goals. This article focuses on the first of these goals: meeting needs and improving choice. The article draws on research on sixth form colleges, general further education colleges and schools. It argues that employers, one of the two groups highlighted in the Green Paper, are a relatively weak force in shaping provision. The second…
Strategic Management in Schools and Colleges
As the amount and pace of change in the educational world shows no sign of slackening, the need for managers and leaders of schools and colleges to think strategically becomes increasingly important. This issue is addressed in this book
Understanding Strategic Change
Managing Vocational Education in China
Performativity and identity
National policy discourses imply rational and positive pathways to greater equality and inclusion for public sector workers, including those in education. However, radical feminist and critical race theory suggests that whatever measures are undertaken to disassemble systems which impact negatively on those who are minority or excluded, systems which sustain current inequalities are likely to be synchronously constructed. Analysis of the UK perfo…
School leadership for equity
Responding to Thrupp's [2003. “The School Leadership Literature in Managerialist Times: Exploring the Problem of Textual Apologism.” School Leadership & Management: Formerly School Organisation 23 (2): 169] call for writers on school leadership to offer ‘analyses which provide more critical messages about social inequality and neoliberal and managerialist policies’ we use Foucault's [2000. “The Subject and Power.” In Michel Foucault: Power, edite…
Disengaged and disaffected young people
There are counter‐narratives of youth as at risk and as buoyant and agentive. The article maps the conceptual terrain concerning resilience, well‐being, buoyancy, enjoyment and happiness and selects factors related to the successful navigation of schooling. It analyses data from a subset of a national data set, from 65 young people considered to be disaffected or disengaged by their school or college. It explores the perceptions of young people t…
Enjoyment and learning
Policy in England increasingly stresses the importance of enjoyment in education, both as a right in itself and as an essential support for learning. This paper draws on a large national dataset to focus on the perspective of young people aged 14–19 in England in 2007–2008. It considers alternative ways in which enjoyment and learning might be conceptualised. It analyses the evidence from young people to explore their experience of enjoyment at s…
Leadership and power in higher education
Power is an essential component of leadership and has many complex forms. The article explores how a sample of higher education leaders in the United Kingdom engages with and uses power. It examines how we might understand leaders’ orientation to power in an environment where many disapprove of its use. The analysis suggests leaders habitually use varying forms of power, though often this is denied or obscured by a range of strategies. The purpos…
From simplicism to complexity in leadership identity and preparation
This article challenges the largely Western, functionalist and unitary notion of the self which underlies contemporary international approaches to educational leadership preparation. It locates an alternative concept of the self as simultaneously singular and multiple in deep-rooted and persisting mythic, religious and metaphysical thinking. The article suggests that identity is self- and co-constructed to achieve a sense of coherence, worth and …
Partnership, conflict and gaming
Government policy stresses partnership as a critical organizational form of the future to support the development of schooling. This article uses intergroup conflict and gaming theory to analyse data from one partnership. The views of young people and staff are explored to establish the nature and extent of conflict and its impact on the partnership. Gaming theory is used to investigate the engagement and expectations of organizations in the part…
Women principals in South Africa
This paper draws on qualitative data from a mixed‐method study that analysed women's access to the principal role and their leadership experiences. The paper draws on a subset of interviews with 54 female head teachers in the Gauteng and North West provinces of South Africa. Since a mothering style of leadership was self‐reported by over half of the participants in our study, this paper aims to explore the diverse ways in which motherhood was con…
Youth perspectives
Interviews with 14-19 year olds in England and Wales are analysed to explore young people’s perceptions of the experience of school and of alternative settings for learning such as further education colleges or work-based learning. Many experience school as oppressive, suggesting a defeasance of their rights as human beings. The article posits that conceptualisations of childhood, rather than offering protection, may lead to vulnerability and tha…
Developing 14–19 education
The recent UK government Green Paper proposes reform for the supply side of 14-19 education, establishing four key goals. This article focuses on the first of these goals: meeting needs and improving choice. The article draws on research on sixth form colleges, general further education colleges and schools. It argues that employers, one of the two groups highlighted in the Green Paper, are a relatively weak force in shaping provision. The second…
Is leadership observable? Qualitative orientations to leadership for diversity. A case from FE
Currently, ethnographic interest in leadership is relatively sparse. This paper's focus derives from research about integrating diversity in leadership, and how some leaders are included and excluded from organisational influence in Further Education. Specific interest is in methodological opportunities to research leadership as observed behaviours in sensitive contexts of diversity. Three issues are foregrounded. Firstly, it is argued that notwi…
Leadership preparation
William Taylor's 1969 Taylor, W., 1969. Issues and problems in training the school administrator. In: G. Baron and W. Taylor, eds. Educational administration and the social sciences. London: Athlone Press, 97–123. [Google Scholar] chapter provides a springboard to reflect on how what he termed administrator training has developed since the 1960s. Responding also to Baron's insistence in the same volume that education be viewed as political, the a…
Gender representation and social justice
A number of researchers have provided an overview of the progress of research focusing on gender and educational leadership/management in the twentieth and twenty-first centuries. Some cast studies of representation as an early phase overtaken by later concern with phenomenological and radical perspectives. More recently, a focus on women and equity of representation within the workplace has been attacked as inappropriately essentialising women o…
Strategic Management in Schools and Colleges
As the amount and pace of change in the educational world shows no sign of slackening, the need for managers and leaders of schools and colleges to think strategically becomes increasingly important. This issue is addressed in this book
Understanding Strategic Change
Managing Vocational Education in China
Developing 14–19 education
The recent UK government Green Paper proposes reform for the supply side of 14-19 education, establishing four key goals. This article focuses on the first of these goals: meeting needs and improving choice. The article draws on research on sixth form colleges, general further education colleges and schools. It argues that employers, one of the two groups highlighted in the Green Paper, are a relatively weak force in shaping provision. The second…
Partnership, conflict and gaming
Government policy stresses partnership as a critical organizational form of the future to support the development of schooling. This article uses intergroup conflict and gaming theory to analyse data from one partnership. The views of young people and staff are explored to establish the nature and extent of conflict and its impact on the partnership. Gaming theory is used to investigate the engagement and expectations of organizations in the part…
Is leadership observable? Qualitative orientations to leadership for diversity. A case from FE
Currently, ethnographic interest in leadership is relatively sparse. This paper's focus derives from research about integrating diversity in leadership, and how some leaders are included and excluded from organisational influence in Further Education. Specific interest is in methodological opportunities to research leadership as observed behaviours in sensitive contexts of diversity. Three issues are foregrounded. Firstly, it is argued that notwi…
Leaders’ Orientations to Diversity
This article explores two case colleges in England to consider how context, conceptualisation, orientation and action interact in relation to diversity issues in leadership. Focus group and individual interview data are analysed. Context is perceived as influential in shaping concepts and action. In one case, the diversity and socio-economic disadvantage of the community create a perceived imperative to address diversity, resulting in multiple co…
Youth perspectives
Interviews with 14-19 year olds in England and Wales are analysed to explore young people’s perceptions of the experience of school and of alternative settings for learning such as further education colleges or work-based learning. Many experience school as oppressive, suggesting a defeasance of their rights as human beings. The article posits that conceptualisations of childhood, rather than offering protection, may lead to vulnerability and tha…
Performativity and identity
National policy discourses imply rational and positive pathways to greater equality and inclusion for public sector workers, including those in education. However, radical feminist and critical race theory suggests that whatever measures are undertaken to disassemble systems which impact negatively on those who are minority or excluded, systems which sustain current inequalities are likely to be synchronously constructed. Analysis of the UK perfo…
From simplicism to complexity in leadership identity and preparation
This article challenges the largely Western, functionalist and unitary notion of the self which underlies contemporary international approaches to educational leadership preparation. It locates an alternative concept of the self as simultaneously singular and multiple in deep-rooted and persisting mythic, religious and metaphysical thinking. The article suggests that identity is self- and co-constructed to achieve a sense of coherence, worth and …
Gender representation and social justice
A number of researchers have provided an overview of the progress of research focusing on gender and educational leadership/management in the twentieth and twenty-first centuries. Some cast studies of representation as an early phase overtaken by later concern with phenomenological and radical perspectives. More recently, a focus on women and equity of representation within the workplace has been attacked as inappropriately essentialising women o…
Enjoyment and learning
Policy in England increasingly stresses the importance of enjoyment in education, both as a right in itself and as an essential support for learning. This paper draws on a large national dataset to focus on the perspective of young people aged 14–19 in England in 2007–2008. It considers alternative ways in which enjoyment and learning might be conceptualised. It analyses the evidence from young people to explore their experience of enjoyment at s…
Disengaged and disaffected young people
There are counter‐narratives of youth as at risk and as buoyant and agentive. The article maps the conceptual terrain concerning resilience, well‐being, buoyancy, enjoyment and happiness and selects factors related to the successful navigation of schooling. It analyses data from a subset of a national data set, from 65 young people considered to be disaffected or disengaged by their school or college. It explores the perceptions of young people t…
Distributed Leadership
In about a decade the theory of distributed leadership has moved from a tool to better understand the ecology of leadership to a widely prescribed practice. This article considers how to account for its spread and dominance and what purpose it serves. The concept offers an enticing suggestion of including more in leadership, and even sometimes including staff members equally. The resulting issues around distribution of power are largely ignored o…
Valuing knowledge over action
Gender inequalities in educational administration attract calls for research internationally. The degree of concern and the urgent search for cause and cure are characterised as within an epidemic logic, evoking a managerialist ‘scientific’ reliance on evidence-driven change. Taking a poststructuralist approach, the paper uses a study of South African women school principals to position gender research as a tool for change. It considers one area …
School leadership for equity
Responding to Thrupp's [2003. “The School Leadership Literature in Managerialist Times: Exploring the Problem of Textual Apologism.” School Leadership & Management: Formerly School Organisation 23 (2): 169] call for writers on school leadership to offer ‘analyses which provide more critical messages about social inequality and neoliberal and managerialist policies’ we use Foucault's [2000. “The Subject and Power.” In Michel Foucault: Power, edite…
Corrupt language, corrupt thought
This article deconstructs the language of the 2010 UK Coalition Government's White Paper, The Importance of Teaching . It uses analytical frameworks related to rhetoric established by Aristotle and Cicero. It explores the mechanisms of language using both critical discourse analysis and content analysis, offering quantitative data on the content of the paper and qualitative data on the literary strategies employed. It is concerned not only with h…
Women principals in South Africa
This paper draws on qualitative data from a mixed‐method study that analysed women's access to the principal role and their leadership experiences. The paper draws on a subset of interviews with 54 female head teachers in the Gauteng and North West provinces of South Africa. Since a mothering style of leadership was self‐reported by over half of the participants in our study, this paper aims to explore the diverse ways in which motherhood was con…
Leadership preparation
William Taylor's 1969 Taylor, W., 1969. Issues and problems in training the school administrator. In: G. Baron and W. Taylor, eds. Educational administration and the social sciences. London: Athlone Press, 97–123. [Google Scholar] chapter provides a springboard to reflect on how what he termed administrator training has developed since the 1960s. Responding also to Baron's insistence in the same volume that education be viewed as political, the a…
What is ‘policy’ and what is ‘policy response’? An illustrative study of the implementation of the Leadership Standards for Social Justice in Scotland
This article examines ‘policy’ and ‘policy response’ through documentary analysis and an illustrative study of policy implementation. Our approach is informed by Foucault’s (2009) theory that power relations in society are conditioned by a culturally generated set of ideas, and that these relations contain the space for both coercion and resistance. Our aim is to consider the potential for policy compliance and contestation by: (1) describing pol…
Leadership and power in higher education
Power is an essential component of leadership and has many complex forms. The article explores how a sample of higher education leaders in the United Kingdom engages with and uses power. It examines how we might understand leaders’ orientation to power in an environment where many disapprove of its use. The analysis suggests leaders habitually use varying forms of power, though often this is denied or obscured by a range of strategies. The purpos…
A key leadership issue of the twenty‐first century
This article argues that engagement with religion is a key challenge for all leaders of schools in twenty‐first‐century multifaith societies. It outlines the historic and current context of the UK and the Republic of Ireland, and national and European policies that prioritise community cohesion in education. The functional and substantive roles of religion are considered as reflected in education, where they adjudicate power and shape values and …
Leadership for equality in education
This article examines how Educational Management, Administration and Leadership has embodied the values, concepts and practice of the field of educational leadership over 50 years and so played a part in challenging or sustaining inequality in education. The article explores selected key concepts, equal opportunities, diversity, and social justice, the disciplinary base and prevalent research methods underpinning work on inequality, the geographi…
Sociology (19 works) · Political science (18 works) · Law (12 works) · Pedagogy (10 works) · Public relations (10 works) · Teacher Education and Leadership Studies (10 works) · Psychology (9 works) · Gender Diversity and Inequality (8 works) · Politics (8 works) · Gender Studies (7 works)