This timely book explores how various feminist perspectives fruitfully explain women’s experience of educational leadership, drawing on a contemporary conceptualisation of fourth-wave feminism that is intersectional and inclusive. The book asks which and whose feminist theory is used to explain gender and feminism in educational leadership, management and administration (ELMA): the scholar’s, the research participant’s or a combination of the two in the co-construction of knowledge from an intersectional feminist perspective. It conceptualises intersectional and inclusive feminist perspectives on educational leadership, theorising research through a Black British feminist perspective, a gender and Islamic perspective and a queer theory perspective, depending on the self-identification of participants. It explores digital feminism and men’s pro-feminism. The book identifies feminist leadership praxis as a focus for future research and explores how leaders can draw on funds of knowledge, identity cultural wealth and lead and educate diverse populations of students. Highlighting the importance of intersectional feminist perspectives in ELMA, the book will appeal to scholars, researchers and postgraduate students in the fields of inclusive educational leadership and management, gender studies and feminism.

This timely book explores how various feminist perspectives fruitfully explain women's experience of educational leadership, drawing on a contemporary conceptualisation of fourth wave feminism that is intersectional and inclusive.

This international collection of work by leading feminist scholars in educational administration from five Western liberal democratic countries presents "state-of-the-art" research on women in school leadership positions. The contributors focus on the need for critical reflections, which reveal hidden aspects of leadership phenomena, and advocate diverse forms of positive action to improve the condition for women in school settings. As such, this collection challenges the reader to consider the partiality of all perspectives on leadership, as well as future directions for research and practice. It also brings together views of schools and school systems at the macro level, with discussions and case studies focused on the micro levels of school life.

The author questions commonly understood binaries in understanding gender, identity, sexuality, and education in order to forge new areas of theorizing the politics of self and other while destabilizing established power hierarchies. The book concludes with a discussion of feminist pedagogy and activism, stressing the significance of analyzing pedagogy and working to create more open feminist and democratic spaces for learning."--Jacket.

Exploring the breadth of contemporary feminist research practices, this engaging text immerses the reader in cutting-edge theories, methods, and practical strategies. Chapters review theoretical work and describe approaches to conducting quantitative, qualitative, and community-based research with participants; doing content or media analysis; and evaluating programs or interventions. Ethical issues are addressed and innovative uses of digital media highlighted. The focus is studying gender inequities as they are experienced by individuals and groups from diverse cultural, racial, and socioeconomic backgrounds, and with diverse gender identities. Delving into the process of writing and publishing feminist research, the text covers timely topics such as public scholarship, activism, and arts-based practices. The companion website features interviews with prominent feminist researchers. Pedagogical Features *Case examples of feminist research. *Running glossary of key terms. *Boxes highlighting hot topics and key points for practice. *End-of-chapter discussion questions and activities. *End-of-chapter annotated suggested reading (books, articles, and online resources). *Sample letters to research participants. *Appendix of feminist scholars organized by discipline.

Advanced Theories of Educational Leadership presents recent models of leadership and analyzes their components and implications in the educational context. Each chapter features the scholarly background of each model, its components, antecedents, and critically analyzes its values and application to educational institutions. Special attention is given to issues of social justice, equity, equality, anti-racism, and the like. This core text provides aspiring school leaders and administrators with each model theory, and tools for applying it with special attention to issues of social justice, equity, diversity, and anti-racism alike. The book designed in a form of a course textbook for postgraduate students in the field of Educational Leadership and Administration in studying each model. Also, it provides professors of educational leadership in teaching contents and methods in their courses about school leadership, school improvement, Educational Leadership Development, Superintendents’ Qualification; School Leadership Professional Development, every chapter includes teaching tools, reflection questions and practice activities for students, in addition the book informs researchers, and policymakers aiming at promoting multi-faceted educational leadership for equity and excellence and robust models of leading, improving and changing schools.

Understanding Educational Leadership guides you through critical perspectives and approaches across the world, taking in the global north and south, and explores the ways in which educational leadership is currently understood, theorised, researched, modelled and practised. The book also covers contemporary issues including gender, sexual identity and race, as well as topics such as governance, performativity and corporatisation. It brings together evidence and ideas that illuminate the power structures and relations in educational leaders, leading and leadership and helps you to consider the impact on policy and practice, and to think about changes needed to mitigate the issues identified. The book showcases a wide range of theorists, including Bourdieu, Foucault and Fraser. Its impressive scope includes analyses of collectivist, neoliberal and historical influences on educational leadership. It explores forensically leadership styles, with an explicit focus on distributed, instructional, democratic, autocratic, laissez-faire and organisational forms. Carefully curated by the editors, the world-leading contributors draw on their wealth of knowledge about research and practice to provide you with an overview of educational leadership today, looking at global research, evidence, arguments and conceptualisations. Each chapter is written in an engaging and inspiring way, following a consistent approach to help you to develop your understanding in each of the areas covered. Full pedagogical features throughout include chapter summaries, key questions, case studies, questions for readers and further reading suggestions with questions on key texts. A companion website provides links to open-access outputs, research-project outcomes, and networking seminars, conferences with links to local, national and global events and connections.

Drawing together diverse research perspectives and theoretical underpinnings, this handbook explores gender as a social category and examines cultural and social differences. Bringing together diverse perspectives from around the world, including from Africa, Europe, the Middle East, the UK and the USA, the volume sets out the gender and educational leadership and management field, providing a snapshot of the field as it stands, signalling its development and directions for future development. It offers focused reviews of empirical research on particular aspects of the field and presents new insights from research findings and methodological approaches.

This volume explores how educational leadership and administration (ELA) is constructed in the Middle East and North African region (MENA), and charts the development of ELA as a discipline. Against the backdrop of rapid growth and interest in the educational restructuring, educational reforms, policy and leadership landscape of the region, chapters investigate issues concerned with the production and utilization of knowledge in the field, and analyse the future of ELA in relation to the educational policies and practices in MENA countries. Featuring a broad range of geographically dispersed specialist contributors involved in leadership, policy, and administration, the volume ultimately sheds light on this little-researched area of study to demystify common tropes and misunderstandings surrounding ELA in the MENA region. This book will be of use to scholars, researchers, and postgraduate students involved with international and comparative education, higher education management, and education policy and politics more broadly.

This edited collection is a Festschrift to Helen M. Gunter, a leading scholar in the field of education policy and leadership. We draw on the concept of the Festschrift as a collection of papers, or chapters, that recognise, honour, and celebrate the work and contributions of an esteemed academic. Gunter’s work has opened up the field of critical education policy and leadership studies and provoked, if not revitalised, scholarly thinking about the origins, structures, patterns and impact of the field. Gunter’s personal commitment to intellectual leadership of the field and public education resonates across all her scholarly works. The core intention of this unique collection is to recognise Gunter’s scholarly contributions as an academic, practitioner and public intellectual. Invited authors have been asked to reflect critically on ways in which Gunter’s work and intellectual support have influenced their own research, teaching and academic engagement. In their reflections, contributors not only speak to the intellectual work of Gunter but suggest how they have taken this work forward and how this has advanced the field of education as well as the production of knowledge.