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Headteacher critique and resistance : a challenge for policy, and for leadership/management scholars.

Thomson, Pat 2008, Headteacher critique and resistance : a challenge for policy, and for leadership/management scholars., Journal of educational administration and history, vol. 40, no. 2, pp. 85-100, doi: 10.1080/00220620802210848.

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Title Headteacher critique and resistance : a challenge for policy, and for leadership/management scholars.
Author(s) Thomson, Pat
Journal name Journal of educational administration and history
Volume number 40
Issue number 2
Start page 85
End page 100
Publisher Routledge
Place of publication Abingdon, England
Publication date 2008-08
ISSN 0022-0620
1478-7431
Keyword(s) headteacher
resistance
policy
union
Summary Educational leadership/management scholars have undertaken work which documents the difficulties particular headteachers face when implementing policy. Some have suggested that headteachers mediate policy, ensuring the best possible outcomes for their schools, but there is also critique of this argument and a counter-suggestion that heads ought to resist the imposts of conservative, marketised policies which produce and reproduce educational inequities. In this article I consider this position, and argue that if the field is to take up the question of resistance then it will need to extend its theoretical resources, interrogate and test out the limits of the proposition through empirical example, consider instances where resistance appears to occur, and move beyond a focus on individual headteachers to take seriously their collective professional organisations. In making this argument, I generate some suggestions for future research.
Language eng
DOI 10.1080/00220620802210848
Field of Research 130304 Educational Administration, Management and Leadership
160506 Education Policy
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2008, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30026438

Document type: Journal Article
Collection: School of Education
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