Gabriele Lakomski
Biographic Data
| ID | 5398159 |
|---|---|
| NAME | Gabriele Lakomski |
| GIVEN NAMES | Gabriele |
| FAMILY NAME | Lakomski |
| SIGNATURE | LAKOMSKI G |
| AFFILIATIONS | The University of Melbourne |
| ORCID | 0000-0002-1641-4115 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 16 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1984 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 3 |
The importance of context for leadership in education
The doctrine of leader centrism, supported by the concept of methodological individualism, dominates contemporary accounts of leadership in education and is generally applied as the default option that explains how organizations such as schools function. We argue that methodological individualism is not defensible and that as a result, the explanatory value of leadership is an open empirical question, not a default option. Leadership, and especia…
Naturalism and Educational Administration: New directions
The purpose of this paper is to outline some new developments in a mature research program that sees administrative theory as cohering with natural science and uses a coherence theory of epistemic justification to shape the content and structure of administrative theory. Three main developments are discussed. First, the paper shows how to deal with the evaluation of theories (of, say, leadership) where there is a demand that a theory needs to be …
Methodological individualism, educational administration, and leadership
There are two major categories of explanation for organisational performance: structural and individual. With the shift away from systems-theoretic accounts that occurred in the 1980s, structural explanations have been replaced increasingly by the individualism of leadership and leader-centric explanations, especially when it comes to schools. In this paper, we argue that leader-centric accounts involve a commitment to methodological individualis…
Organizational change, leadership and learning: Culture as cognitive process
Examines the claim that we need to change the organization’s culture if we want to bring about organizational change. Concerns itself with the mainstream conception of (organizational) culture, especially in relation to what is called “the paradox of culture”, its twin tendencies towards stability and variability. In the process, the role of the leader and organizational learning are reassessed in their purported causal interrelation. Develops th…
Issues in educational research
Knowledge, Certainty, and Openness in Educational Administration
Response to Barlosky: Methodological Reflections on Postmodernism
Unity over Diversity: Coherence and Realism in Educational Research
(1992). Unity over Diversity: Coherence and Realism in Educational Research. Curriculum Inquiry: Vol. 22, No. 2, pp. 191-203
Phlogiston Reinvented. A Reply to Laurence Chiang
Phlogiston Reinvented—A Reply to Laurence Chiang
Against feminist science: Harding and the science question in feminism
Witches, Weather Gods, and Phlogiston: The Demise of the Hidden Curriculum
(1988). Witches, Weather Gods, and Phlogiston: The Demise of the Hidden Curriculum. Curriculum Inquiry: Vol. 18, No. 4, pp. 451-463
Critical Theory and Educational Administration
Among recent criticisms levelled against traditional administrative theory those raised by adherents to the Critical Theory perspective have gained considerable influence. This paper examines their claim that Habermasian Critical Theory in particular is in a better position to solve the theoretical and practical problems of educational administration. The focal points of discussion are Habermas's fundamental categories of “interests” and the “ide…
On Agency and Structure: Pierre Bourdieu and Jean-Claude Passeron's Theory of Symbolic Violence
(1984). On Agency and Structure: Pierre Bourdieu and Jean-Claude Passeron's Theory of Symbolic Violence. Curriculum Inquiry: Vol. 14, No. 2, pp. 151-163
On Agency and Structure: Pierre Bourdieu and Jean-Claude Passeron's Theory of Symbolic Violence
(1984). On Agency and Structure: Pierre Bourdieu and Jean-Claude Passeron's Theory of Symbolic Violence. Curriculum Inquiry: Vol. 14, No. 2, pp. 151-163
Methodological individualism, educational administration, and leadership
There are two major categories of explanation for organisational performance: structural and individual. With the shift away from systems-theoretic accounts that occurred in the 1980s, structural explanations have been replaced increasingly by the individualism of leadership and leader-centric explanations, especially when it comes to schools. In this paper, we argue that leader-centric accounts involve a commitment to methodological individualis…
Organizational change, leadership and learning: Culture as cognitive process
Examines the claim that we need to change the organization’s culture if we want to bring about organizational change. Concerns itself with the mainstream conception of (organizational) culture, especially in relation to what is called “the paradox of culture”, its twin tendencies towards stability and variability. In the process, the role of the leader and organizational learning are reassessed in their purported causal interrelation. Develops th…
Naturalism and Educational Administration: New directions
The purpose of this paper is to outline some new developments in a mature research program that sees administrative theory as cohering with natural science and uses a coherence theory of epistemic justification to shape the content and structure of administrative theory. Three main developments are discussed. First, the paper shows how to deal with the evaluation of theories (of, say, leadership) where there is a demand that a theory needs to be …
On Agency and Structure: Pierre Bourdieu and Jean-Claude Passeron's Theory of Symbolic Violence
(1984). On Agency and Structure: Pierre Bourdieu and Jean-Claude Passeron's Theory of Symbolic Violence. Curriculum Inquiry: Vol. 14, No. 2, pp. 151-163
Critical Theory and Educational Administration
Among recent criticisms levelled against traditional administrative theory those raised by adherents to the Critical Theory perspective have gained considerable influence. This paper examines their claim that Habermasian Critical Theory in particular is in a better position to solve the theoretical and practical problems of educational administration. The focal points of discussion are Habermas's fundamental categories of “interests” and the “ide…
Witches, Weather Gods, and Phlogiston: The Demise of the Hidden Curriculum
(1988). Witches, Weather Gods, and Phlogiston: The Demise of the Hidden Curriculum. Curriculum Inquiry: Vol. 18, No. 4, pp. 451-463
Phlogiston Reinvented. A Reply to Laurence Chiang
Phlogiston Reinvented—A Reply to Laurence Chiang
Against feminist science: Harding and the science question in feminism
Unity over Diversity: Coherence and Realism in Educational Research
(1992). Unity over Diversity: Coherence and Realism in Educational Research. Curriculum Inquiry: Vol. 22, No. 2, pp. 191-203
Knowledge, Certainty, and Openness in Educational Administration
Response to Barlosky: Methodological Reflections on Postmodernism
Issues in educational research
Organizational change, leadership and learning: Culture as cognitive process
Examines the claim that we need to change the organization’s culture if we want to bring about organizational change. Concerns itself with the mainstream conception of (organizational) culture, especially in relation to what is called “the paradox of culture”, its twin tendencies towards stability and variability. In the process, the role of the leader and organizational learning are reassessed in their purported causal interrelation. Develops th…
Methodological individualism, educational administration, and leadership
There are two major categories of explanation for organisational performance: structural and individual. With the shift away from systems-theoretic accounts that occurred in the 1980s, structural explanations have been replaced increasingly by the individualism of leadership and leader-centric explanations, especially when it comes to schools. In this paper, we argue that leader-centric accounts involve a commitment to methodological individualis…
Naturalism and Educational Administration: New directions
The purpose of this paper is to outline some new developments in a mature research program that sees administrative theory as cohering with natural science and uses a coherence theory of epistemic justification to shape the content and structure of administrative theory. Three main developments are discussed. First, the paper shows how to deal with the evaluation of theories (of, say, leadership) where there is a demand that a theory needs to be …
The importance of context for leadership in education
The doctrine of leader centrism, supported by the concept of methodological individualism, dominates contemporary accounts of leadership in education and is generally applied as the default option that explains how organizations such as schools function. We argue that methodological individualism is not defensible and that as a result, the explanatory value of leadership is an open empirical question, not a default option. Leadership, and especia…
Sociology (12 works) · Epistemology (11 works) · Philosophy (10 works) · Philosophy (9 works) · Political science (8 works) · Law (7 works) · Psychology (6 works) · Law (5 works) · Computer Science (4 works) · Educator Training and Historical Pedagogy (3 works)