Alexander Gardner-McTaggart
Biographic Data
| ID | 5848526 |
|---|---|
| NAME | Alexander Gardner-McTaggart |
| GIVEN NAMES | Alexander |
| FAMILY NAME | Gardner-McTaggart |
| SIGNATURE | GARDNER-MCTAGGART A |
| AFFILIATIONS | College of Arts and Social Sciences, British University of Bahrain |
| ORCID | 0000-0003-3150-0561 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 49 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
‘Steering the ship not rocking the boat’
The past five decades has seen four dominant models of educational leadership emerge, as the fashion shifted from managerial, towards instructional, then transformational, and the currently dominant distributed approach. At the same time, other models have emerged in literature such as moral, authentic, systems, and contingency leadership. This paper focuses attention on the leadership approach expected by the senior leader (‘Directors’) of well-…
Ontological capture
This article interrogates how algorithmic infrastructures and AI reshape social life through childhood, civic identity, and education. Drawing on Anders’ account of Promethean shame, Baudrillard’s notion of simulation, and Debord’s critique of the spectacle, we argue that predictive platforms do not merely mediate experience but reconstitute its ontological conditions. Attention, temporality, and civic judgement are increasingly compressed into m…
School leadership at times of crises
The study explores leadership practices of school principals in marginalised communities during times of crisis in public schools in Lebanon. Through in-depth, semi-structured interviews with 24 school principals, we examine (1) their leadership practices and (2) the rationales they gave these practices. This research employs a conceptual triangulation of the Bolman and Deal four-frame model and Foucauldian concepts of governmentality, surveillan…
Reimagining national systems
Can the International Baccalaureate (IB) make a better and more peaceful world? Illuminating limits and possibilities of the International Baccalaureate movement/programs in a time of global crises
KEYWORDS: The International BaccalaureateglobalisationneoliberalismFranchise Educationglobal ctizenshipdemocracy
Legitimacy, power, and aesthetics, in the International Baccalaureate
This paper explores the facilitation of the emancipatory in an International Baccalaureate (IB) context of privilege. It aligns with the idea that capitalism, even in welfare state democracies or ‘do good’ corporations, maintains the interests of the owners of capital. It is by nature unjust and exploitative and must conceal this injustice by securing a (spurious) legitimacy for itself (Edgar, 2006, p. 88). This makes a rare methodological contri…
Washing the world in whiteness; international schools’ policy
International Baccalaureate (IB) Directors of international schools command a paradoxical space of progressive futures, cloaking injustice and whiteness. This is enacted daily through policy, recruitment, teaching and remuneration which privileges the empowered, exploits the marginalised and thereby delivers a critical education of questionable efficacy. This original research applies the theory of Bourdieu. Social agents (Directors) lead a field…
International schools’ leadership and Christianity
The International Baccalaureate (IB) is a secular educational franchise, educating the globally advantaged and potential future leaders. Drawing on Bourdieu, this article involves original interpretivist research, reviewing data surrounding the international IB school and its educational leadership. It presents findings pertinent to the remarkable pervasiveness of Christianity and Christian values in the orientation of IB directors in a Western E…
Global citizenship education, technology, and being
Despite the widespread promotion of the global school, it remains unclear as to how citizenship education (global citizenship education, GCE) is developed. Educational bodies such as UNESCO, Oxfam, and the International Baccalaureate are in the full throws of developing models for GCE yet questions remain as to how such a sweeping notion might take effect. Educational frameworks replete with theoretical, political, pedagogical, and methodological…
International elite, or global citizens? Equity, distinction and power
The 2013 UN Human Development report predicts the middle classes of ‘The South’ a five-fold increase by 2030. Globalisation has resulted in national conceptions of business: education and identity being in flux. Emerging middle classes of the South are already embracing international forms of education for instrumental reasons of advantage and distinction. The International Baccalaureate (IB) curriculum continues to experience a strong growth in …
International elite, or global citizens? Equity, distinction and power
The 2013 UN Human Development report predicts the middle classes of ‘The South’ a five-fold increase by 2030. Globalisation has resulted in national conceptions of business: education and identity being in flux. Emerging middle classes of the South are already embracing international forms of education for instrumental reasons of advantage and distinction. The International Baccalaureate (IB) curriculum continues to experience a strong growth in …
Washing the world in whiteness; international schools’ policy
International Baccalaureate (IB) Directors of international schools command a paradoxical space of progressive futures, cloaking injustice and whiteness. This is enacted daily through policy, recruitment, teaching and remuneration which privileges the empowered, exploits the marginalised and thereby delivers a critical education of questionable efficacy. This original research applies the theory of Bourdieu. Social agents (Directors) lead a field…
Can the International Baccalaureate (IB) make a better and more peaceful world? Illuminating limits and possibilities of the International Baccalaureate movement/programs in a time of global crises
KEYWORDS: The International BaccalaureateglobalisationneoliberalismFranchise Educationglobal ctizenshipdemocracy
Global citizenship education, technology, and being
Despite the widespread promotion of the global school, it remains unclear as to how citizenship education (global citizenship education, GCE) is developed. Educational bodies such as UNESCO, Oxfam, and the International Baccalaureate are in the full throws of developing models for GCE yet questions remain as to how such a sweeping notion might take effect. Educational frameworks replete with theoretical, political, pedagogical, and methodological…
Legitimacy, power, and aesthetics, in the International Baccalaureate
This paper explores the facilitation of the emancipatory in an International Baccalaureate (IB) context of privilege. It aligns with the idea that capitalism, even in welfare state democracies or ‘do good’ corporations, maintains the interests of the owners of capital. It is by nature unjust and exploitative and must conceal this injustice by securing a (spurious) legitimacy for itself (Edgar, 2006, p. 88). This makes a rare methodological contri…
International schools’ leadership and Christianity
The International Baccalaureate (IB) is a secular educational franchise, educating the globally advantaged and potential future leaders. Drawing on Bourdieu, this article involves original interpretivist research, reviewing data surrounding the international IB school and its educational leadership. It presents findings pertinent to the remarkable pervasiveness of Christianity and Christian values in the orientation of IB directors in a Western E…
International elite, or global citizens? Equity, distinction and power
The 2013 UN Human Development report predicts the middle classes of ‘The South’ a five-fold increase by 2030. Globalisation has resulted in national conceptions of business: education and identity being in flux. Emerging middle classes of the South are already embracing international forms of education for instrumental reasons of advantage and distinction. The International Baccalaureate (IB) curriculum continues to experience a strong growth in …
Global citizenship education, technology, and being
Despite the widespread promotion of the global school, it remains unclear as to how citizenship education (global citizenship education, GCE) is developed. Educational bodies such as UNESCO, Oxfam, and the International Baccalaureate are in the full throws of developing models for GCE yet questions remain as to how such a sweeping notion might take effect. Educational frameworks replete with theoretical, political, pedagogical, and methodological…
International schools’ leadership and Christianity
The International Baccalaureate (IB) is a secular educational franchise, educating the globally advantaged and potential future leaders. Drawing on Bourdieu, this article involves original interpretivist research, reviewing data surrounding the international IB school and its educational leadership. It presents findings pertinent to the remarkable pervasiveness of Christianity and Christian values in the orientation of IB directors in a Western E…
Washing the world in whiteness; international schools’ policy
International Baccalaureate (IB) Directors of international schools command a paradoxical space of progressive futures, cloaking injustice and whiteness. This is enacted daily through policy, recruitment, teaching and remuneration which privileges the empowered, exploits the marginalised and thereby delivers a critical education of questionable efficacy. This original research applies the theory of Bourdieu. Social agents (Directors) lead a field…
Legitimacy, power, and aesthetics, in the International Baccalaureate
This paper explores the facilitation of the emancipatory in an International Baccalaureate (IB) context of privilege. It aligns with the idea that capitalism, even in welfare state democracies or ‘do good’ corporations, maintains the interests of the owners of capital. It is by nature unjust and exploitative and must conceal this injustice by securing a (spurious) legitimacy for itself (Edgar, 2006, p. 88). This makes a rare methodological contri…
Can the International Baccalaureate (IB) make a better and more peaceful world? Illuminating limits and possibilities of the International Baccalaureate movement/programs in a time of global crises
KEYWORDS: The International BaccalaureateglobalisationneoliberalismFranchise Educationglobal ctizenshipdemocracy
School leadership at times of crises
The study explores leadership practices of school principals in marginalised communities during times of crisis in public schools in Lebanon. Through in-depth, semi-structured interviews with 24 school principals, we examine (1) their leadership practices and (2) the rationales they gave these practices. This research employs a conceptual triangulation of the Bolman and Deal four-frame model and Foucauldian concepts of governmentality, surveillan…
Reimagining national systems
‘Steering the ship not rocking the boat’
The past five decades has seen four dominant models of educational leadership emerge, as the fashion shifted from managerial, towards instructional, then transformational, and the currently dominant distributed approach. At the same time, other models have emerged in literature such as moral, authentic, systems, and contingency leadership. This paper focuses attention on the leadership approach expected by the senior leader (‘Directors’) of well-…
Ontological capture
This article interrogates how algorithmic infrastructures and AI reshape social life through childhood, civic identity, and education. Drawing on Anders’ account of Promethean shame, Baudrillard’s notion of simulation, and Debord’s critique of the spectacle, we argue that predictive platforms do not merely mediate experience but reconstitute its ontological conditions. Attention, temporality, and civic judgement are increasingly compressed into m…
Global Education and Multiculturalism (8 works) · Political science (8 works) · Global Educational Policies and Reforms (7 works) · Sociology (7 works) · Law (4 works) · Law (4 works) · Politics (4 works) · Social science (4 works) · Educator Training and Historical Pedagogy (3 works) · Epistemology (3 works)