The cultural politics of discourse on school leadership

A case of China

Dados Bibliográficos

ID2922017
AutoresWei (0000-0001-8326-6944), Wei Wei (0000-0003-1852-2811, Beijing Institute of Technology, autor correspondente)
Ano2022
Volume43
Fascículo1
Páginas61-72
Data de publicação2022-01-02
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoDiscourse Studies in the Cultural Politics of Education (JOURNAL)
Identificadores do periódicoISSN: 0159-6306 • E-ISSN: 1469-3739
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/01596306.2020.1838446
OpenAlexW3097718259
IdiomaEN
Citações recebidas2
Referências citadas35

There has been a global convergence of policies attempting to standardize the practices and competencies of school leaders. This policy convergence highlights a similar set of leadership practices that are expected for effective school leaders, and contributes to the constitution of a global dominant discourse on school leadership. This study is a critical policy analysis of a standards-based leadership policy introduced in China, and identified three themes emphasizing Chinese traditional culture, morality, as well as the authority of the Chinese Communist Party and the central government. These three themes are configured by the cultural politics that are situated in the context of China. This article concludes that the global dominant discourse is contextualized and shaped by the power relations and politics that resonate with China’s cultural traditions, developmental strategies, and school leadership system

China · Communism · Constitution · Economic growth · Leadership style · Morality · Political science · Politics · Public relations · Servant leadership · Sociology · Global Education and Multiculturalism · Global Educational Policies and Reforms · Global Educational Reforms and Inequalities · Law · Public Administration