Leading as emotional management work in high risk times: the counterintuitive impulses of performativity and passion

Blackmore, Jill 2004, Leading as emotional management work in high risk times: the counterintuitive impulses of performativity and passion, School leadership and management, vol. 24, no. 4, pp. 439-459.

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Title Leading as emotional management work in high risk times: the counterintuitive impulses of performativity and passion
Author(s) Blackmore, Jill
Journal name School leadership and management
Volume number 24
Issue number 4
Start page 439
End page 459
Publisher Routledge
Place of publication London, England
Publication date 2004
ISSN 1363-2434
1364-2626
Summary This paper explores, through a case study of educational restructuring in Victoria, Australia, how school leaders in a public education system in Australia mediate reform discourses emphasizing managerial and market accountability and the emotional and messy work of teaching and leading. These accountability exercises were often seen by teachers and principals to be distractions; more about reporting and recording, rather than addressing substantive educational issues. They simultaneously distanced teachers and leaders from the 'real' and 'passionate' work of education while appropriating and commodifying teachers' and leaders' emotions and desires to do well. School leaders were expected to manage the emotional performances of their students, parents and colleagues as well as themselves. They also managed the emotions arising from the dissonance between teachers' professional and personal commitment to making a difference for all students based on principles of equity and the performativity requirements based on efficiency and narrowly defined and predetermined criteria of effectiveness and success that often undermined improvement for many students. In that sense performativity ('being seen to be good') and passion (for 'doing good') often produced counterintuitive impulses.
Language eng
Field of Research 130304 Educational Administration, Management and Leadership
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2004, Taylor & Francis Ltd
Persistent URL http://hdl.handle.net/10536/DRO/DU:30002879

Document type: Journal Article
Collection: School of Social and Cultural Studies in Education
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