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This article considers the impact of new managerial reform on the recruitment and retention of women into senior management posts across the Irish education sector. In Ireland as elsewhere, the rhetoric of gender equality permeates new managerial reforms. Yet our data suggest that an emphasis on performativity and an intense commitment to paid work consolidates masculinist management cultures disguised through the ideology of choice. This works to the detriment of women, especially those with caring responsibilities. Drawing on studies of 23 top‐level educational appointments in primary, secondary and higher education, we show how the relentless crafting of an elastic self is required for both those who remain in management positions in education and those who seek them.

Religious beliefs, an important element of culture, influence adaptation to climate change. Less understood is how changing beliefs shape the adaptive capacity of communities responding to climate change. In the last century sub-Saharan Africa has experienced a transformation in beliefs. Since 1900 Christians have increased 70-fold while in rural areas Traditional Beliefs and associated Traditional Ecological Knowledge (TEK) continue to influence the lived practices of vulnerable rural communities. Using two case studies of rural communities in Malawi (Bolero) and Zambia (Monze) we explore how Christianity and Traditional beliefs (and associated TEK) co-exist and assess if, and how, holding multiple belief systems affects climate-sensitive livelihood practices of food production. In Bolero we observed a lack of tensions between belief systems with Traditional leaders and elders noting the flexibility of adhering to both belief systems. In Monze however, basing livelihood decisions on the practice of rain-rituals resulted in strong tensions. In both communities elders noted their concern of how changing beliefs affect adherence to TEK management practices. We find that culture and beliefs play an important role in adaptive capacity but are not static. In the context of changing beliefs, adaptive capacity will be influenced by how different belief systems co-exist and how epistemological and intergenerational frictions are negotiated. As climate services become the focus of research and government interventions in vulnerable regions, avoiding culturally and economically expensive mal-adaptation will require giving attention to the complexity and dynamism of changing religious landscapes.

:  This article explores the ‘second chance’ myth that surrounds the role of adult education in society. This myth apparently offers all citizens an equal chance to access educational opportunities to improve their life chances. I argue that recent developments in educational policy‐making are increasingly shaped by neoliberal discourses that adapt adult education principles, such as lifelong learning and emancipation, for its own economic and political logic. This has important implications for adult education, especially equality of opportunity and social inclusion.

While there is extensive research on educational leadership and management, the selection of leaders has received comparatively little attention. This article examines how educational leadership is constructed through the selection process in the context of a qualitative study of Irish education. It highlights the tensions that can exist for selection board assessors as they try to balance increasing performativity and new managerialist demands with the traditional ethical and moral dimensions of educational leadership. Key concepts of `local logics' and `homosociability' frame the analysis as it is shown how assessors often select `safe' candidates according to familiar qualities. This normalization is problematic when educational leadership is faced with intense organizational and socio-cultural change. It is also problematic in gender terms, especially in higher education, where the prevailing leadership model is a masculine one. Differences between education sectors are evident, with the primary and second levels translating criteria to the local logics of the institution and emphasizing the personal qualities of candidates. The higher education sectors were more formalized in their application process, highlighting their own local logics of strategic and professional management criteria.

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