A nuanced critical realist approach to educational policy and practice development: Redefining the nature of practitioners’ agency

Mboyo, Jean Pierre Elonga

doi:10.1080/00131857.2018.1512852

Cited by 3 publications

(3 citation statements)

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“…Here, relations that are constitutive of substances (Donati, 2015) are not redundant but incomplete (Mackie, 1988) and in need of auctors' organising activity to turn incomplete actions into complete ones (Elonga Mboyo, 2018a). It is through the moral argument shift from causality to (in)completion that the remainder of this commentary seeks to demonstrate the potential for RA to methodologically burst takenfor-granted stability of substantialist assumptions while departing from or thinking through them as relations.…”

Section: Nuanced Critical Realism: Causality Vs (In)completionmentioning

confidence: 99%

“…As an alternative to CRRS (built on critical realism) and RA's current stance, on the other hand, nuanced critical realism recasts causality as (in)completion criterion when seeking to understand the nature of leadership beyond the habitual binaries and of which activities / events are a partial image. This is fully discussed elsewhere (Elonga Mboyo, 2018a). Briefly here, the layered reality made-up of mechanisms, activities/events and experiences are recast as stages of actuality.…”

Section: Nuanced Critical Realism: Causality Vs (In)completionmentioning

confidence: 99%

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Moving Forward Amidst the Swirls: Reframing The Relational Approach as a Step ‘Beyond’ Leadership

Mboyo¹

2019

REAL

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Article Info Embedding the relational approach as a research project is a viable alternative to normative conceptualisation and practice of leadership. However, as the shift from substantialist assumptions to relational theorising gathers momentum, the evolving nature of the argument so far suggests that more needs to be done to bolster its robustness. Rather than being a refutation, this commentary reengages with the relational approach in a way that attempts to locate it within the historical development of theorising in educational leadership as a specialised field. More specifically, it focuses a large part of its analysis on the strength of underpinning ontological theorising which, arguably, nullifies binaries without accounting for (assumptions about) them as it shifts its focus on relations. To ensure parallel monologues begin to engage and that auctors draw on an array of knowledges, the commentary reviews the relational approach and provides alternative avenues and resources to further its aims

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Section: Nuanced Critical Realism: Causality Vs (In)completionmentioning

confidence: 99%

Section: Nuanced Critical Realism: Causality Vs (In)completionmentioning

confidence: 99%

Moving Forward Amidst the Swirls: Reframing The Relational Approach as a Step ‘Beyond’ Leadership

Mboyo¹

2019

REAL

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“…What critical realism and RA do not do, however, is clearly articulate the nature of non-linear relating of (substantive monologues or not) actions in a way that rehabilitates the agency of auctors in the purposeful / moral emergence of relations through the process of organising activity resulting in spatio-temporal conditions.As an alternative to CRRS (built on critical realism) and RA's current stance, on the other hand, nuanced critical realism recasts causality as (in)completion criterion when seeking to understand the nature of leadership beyond the habitual binaries and of which activities / events are a partial image. This is fully discussed elsewhere(Elonga Mboyo, 2018a). Briefly here, the layered reality made-up of mechanisms, activities/events and experiences are recast as stages of actuality.…”

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confidence: 99%

Untitled

2019

REAL

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Article Info This Special Issue Editor's introduction provides an overview of the rationale for the Issue and a summary of the papers. Importantly, it does two things: first, it locates the work in the field and in particular the absence of sustained dialogue and debate-or more specifically the logic of academic work (argument and refutation)-concerning theoretical research programs; and second, it demonstrates how journals (or other scholarly outlets/forums) can facilitate a social epistemology. In doing so, the introduction (and the Special Issue at large) identify an issue of timely relevance and provides a generative alternative that works towards overcoming (not necessarily resolving) the issue.

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Why has critical realism not been used more in educational leadership and management research? A critical realist exploration

Thorpe

2019

Journal of Critical Realism

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Critical realism is an established post-positivist philosophy applied by researchers in a number of fields and yet it is little used in educational leadership and management (ELM) research. This article responds to calls from the field for a more critical approach to educational leadership and management research by offering critical realism as a way to address these concerns and it explores why critical realism has not featured more in the field, particularly as it could provide that more critical approach. The use of critical realism as analytical approach as well as a content enables the linkage of the calls from ELM to critical realist features and then to some constraints upon its use in the field. Theory around the application of critical realism is advanced providing insights for researchers in its use, though no claim is made that critical realism is the only way to do so.

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A nuanced critical realist approach to educational policy and practice development: Redefining the nature of practitioners’ agency

Cited by 3 publications

References 56 publications

Moving Forward Amidst the Swirls: Reframing The Relational Approach as a Step ‘Beyond’ Leadership

Moving Forward Amidst the Swirls: Reframing The Relational Approach as a Step ‘Beyond’ Leadership

Untitled

Why has critical realism not been used more in educational leadership and management research? A critical realist exploration

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