Deakin University
Browse

File(s) under permanent embargo

A feminist critical perspective on educational leadership

journal contribution
posted on 2013-01-01, 00:00 authored by Jillian BlackmoreJillian Blackmore
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.

History

Journal

International Journal of Leadership in Education

Volume

16

Season

Special Issue: These disruptive times: Rethinking critical educational leadership as a tool for scholarship and practice in changing times

Pagination

139-154

Location

New York, N.Y.

ISSN

1360-3124

eISSN

1464-5092

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2013, Taylor & Francis

Issue

2

Publisher

Routledge