A feminist critical perspective on educational leadership
Blackmore, Jill 2013, A feminist critical perspective on educational leadership, International Journal of Leadership in Education, vol. 16, no. 2, Special Issue: These disruptive times: Rethinking critical educational leadership as a tool for scholarship and practice in changing times, pp. 139-154, doi: 10.1080/13603124.2012.754057.
Since the 1980s, there has been a burgeoning literature on women and educational leadership. The focus has primarily been on the underrepresentation of women in leadership informed by a feminist critique of the mainstream literature. Over time, key feminist theories and research have been appropriated in education policy and are now embedded in the mainstream literature, with little recognition of their provenance or political intent. This article identifies the discursive moves that have domesticated feminist research by depoliticizing and decontextualizing leadership and argues for refocusing the feminist gaze away from numerical representation of women in leadership to the social relations of gender and power locally, nationally and internationally. A feminist critical sociological perspective treats leadership as a conceptual lens through which to problematize the nature, purpose and capacities of educational systems and organizations to reform and indeed re-think their practices in more socially just ways. Feminist understandings provide substantive and normative alternatives to how we theorize and practice leadership.
Field of Research
130304 Educational Administration, Management and Leadership 130308 Gender, Sexuality and Education
Socio Economic Objective
930401 Management and Leadership of Schools/Institutions
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