Imagining a future, living in the present and remembering the past
Bibliographic Data
| ID | 10105935 |
|---|---|
| Authors | Stephanie Spencer (0000-0002-6394-8574, Faculty of Education, Health and Social Care, University of Wincester, Winchester, UK, corresponding author) |
| Year | 2017 |
| Volume | 49 |
| Issue | 4 |
| Pages | 321-329 |
| Publication date | 2017-07-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Educational Administration & History (JOURNAL) |
| Journal identifiers | ISSN: 0022-0620 • E-ISSN: 1478-7431 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00220620.2017.1343291 |
| OpenAlex | W2728261853 |
| Language | EN |
| References cited | 18 |
The remit for this short piece was to identify themes emerging from the articles in this edition by Julie McLeod, Duncan Waite and Eugenie Samier, to consider how these themes reflect on the current field, and to identify their ongoing relevance. Additionally, I was asked to consider the current challenges that the field is facing and what this means for research and journals such as this one. My short response is that our research has to matter. It has to matter to us as individuals so that what we do is worthwhile; it has to matter that we can provide rigorous research that is reliable so that it can inform policy makers and administrators; and it has to provide teachers and students with a greater understanding of why they are doing what they are being asked to do
Educational research · Engineering ethics · Field (mathematics · Pedagogy · Political science · Public relations · Relevance (law · Sociology · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Psychology · Teacher Education and Leadership Studies
Transnational History
From elite traditions to middle-class cultures
I was my war; my war was I”
The uses and abuses of power
Rethinking ‘leadership’ in education
The pendulum swings
Narratives from within
Hannah Arendt and the ‘freedom’ to think
Foucault, counter-conduct and school leadership as a form of political subjectivity
Preparing ‘educational’ leaders in managerialist times
Drawing a veil over managerialism
Meanings of success and successful leadership in Ontario, Canada, in neo-liberal times
Learning from the neo-liberal movement
Educational administration and neoliberalism
A feel for the game - a Bourdieuian analysis of principal leadership
Bourdieu'smisrecognition
| Citation velocity | historical |
|---|---|
| Highly cited | No |