Levinas, bureaucracy, and the ethics of school leadership

Bibliographic Data

ID8858684
AuthorsAndrew Pendola (0000-0002-3726-4072, Auburn University, corresponding author)
Year2019
Volume51
Issue14
Pages1528-1540
Publication date2019-03-04
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueEducational Philosophy and Theory (JOURNAL)
Journal identifiersISSN: 0013-1857 • E-ISSN: 1469-5812
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/00131857.2019.1585241
OpenAlexW2918987341
LanguageEN
Citations received2
References cited88

Given present criticisms of contemporary education and leadership practices, this article investigates the ways in which the basic concepts of state freedom and bureaucracy stifle ethics and social justice in educational leadership practices through the philosophical framework of Emmanuel Levinas. By investigating Levinas’ ‘an-archy’, the definition of ethics and justice in school leadership can be reframed towards responsibility to otherness rather than individual freedom. The anarchical ethic of pure responsibility to the Other suggests that educational leaders should prioritize specific acts of responsibility over general actions based on the assumptions of traditional state education. Aspects of transactional, transformational, and social justice leadership are critiqued from this perspective

Bureaucracy · Economic Justice · Educational leadership · Epistemology · Leadership studies · Leadership style · Pedagogy · Political science · Public relations · Sociology · State (computer science · Transactional leadership · Transformational leadership · Critical and Liberation Pedagogy · Diverse Education Studies and Reforms · Law · Philosophy · Philosophy, Ethics, and Existentialism

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