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, doi: 10.1080/13632430410001316534. Attached Files Name Description MIMEType Size Downloads Title Leading as emotional management work in high risk times: the counterintuitive impulses of performativity and passion Author(s) Blackmore, Jill orcid.org/0000-0002-1049-2788 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 DOI 10.1080/13632430410001316534 Field of Research 130304 Educational Administration, Management and Leadership Socio Economic Objective 970113 Expanding Knowledge in Education HERDC Research category C1 Refereed article in a scholarly journal Copyright notice ©2004, Taylor & Francis Persistent URL http://hdl.handle.net/10536/DRO/DU:30002879 Document type: Journal Article Collections: Faculty of Arts and Education School of Social and Cultural Studies in Education Related Links Link Description Connect to published version (restricted access) Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Thu, 11 Dec 2008, 12:26:08 EST Wed, 02 Jun 2010, 14:48:48 EST Tue, 13 Jan 2015, 14:43:49 EST Wed, 17 Aug 2016, 08:39:15 EST Tue, 06 Sep 2016, 09:01:46 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 65 times in Scopus Search Google Scholar Access Statistics: 1054 Abstract Views, 86 File Downloads  -  Detailed Statistics Created: Mon, 07 Jul 2008, 08:37:02 EST

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