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Lost in translation? Emotional intelligence, affective economies, leadership and organizational change
Not until the late 1990s did the rational/emotional binary embedded in mainstream literature on educational leadership and management come under challenge. Now the emotional dimensions of organisational change and leadership are widely recognised in the leadership, organisational change and school improvement literature. However, the dissolution of the binary did not draw from feminist social theory, critical organisational theory, the sociology of emotions or critical pedagogy. Instead, the strongest influence in educational leadership and administration has been from psychological theory, management theory and brain science, mobilised particularly through Goleman's notion of emotional intelligence. This article undertakes a feminist deconstruction of two texts: one from organisational theory by Goleman and the other on educational leadership and school improvement, in order to explore how ‘emotion’ has been translated into educational leadership. As a counterpoint, I identify the gaps and silences, appropriations and marginalisation identified from feminist perspectives. I argue that the emotional labour of teaching and leading cannot be individualised because emotion is both relational and contextual.
History
Journal
Journal of educational administration and historyVolume
43Issue
3Pagination
207 - 225Publisher
RoutledgeLocation
Abingdon, EnglandISSN
0022-0620eISSN
1478-7431Language
engPublication classification
C1 Refereed article in a scholarly journalCopyright notice
2011, Taylor & FrancisUsage metrics
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