Critical and Postcolonial Approaches to Educational Administration Curriculum and Pedagogy

Abstract

This chapter provides an overview of the postcolonial literatures and their critiques relevant to internationalising curriculum in the educational administration and leadership field. The aim is to both examine the problems culturally and institutionally with primarily Anglo-American globalised curriculum that still holds a hegemonic position internationally as well as identify proposals in diversifying the field to reflect context, policy requirements and practices, and cultural values and principles. Discussed also are a number of initiatives that have been taken that provide a foundation for furthering this kind of curricular development, and a set of principles for internationalising the field that indicate the various levels and factors involved.

Mapping doctoral dissertations in an educational leadership programme: A longitudinal examination of knowledge construction in the last two decades

“…Greenfield opposed logical positivism, seeing social reality as a human invention and proposed a humane science of EAL (e.g., Culbertson, 1988; Greenfield & Ribbins, 1993). Other scholarly works that spurred rethinking and deliberation, although to differing degrees, included Critical Theory of EAL proposed by Bates and Foster in the 1980s (Bates, 2010) and Naturalistic Coherentism of Evers and Lakomski (1996) from 1990 to the present time, which developed beyond the logical empiricist models of the past and reduced EAL theory to a natural science leading to the evolution of various forms of post‐modernist theory (Bates, 2010; English, 2003; Humes & Bryce, 2003; Maxcy, 2001; Nudzor, 2009); post‐structuralism (Niesche & Gowlett, 2015; Niesche & Gowlett, 2019; Niesche & Heffernan, 2020; Zembylas, 2011); feminism (Blackmore, 2010; Fuller, 2022; Smyth, 1989; Strachan, 1999, 2010; Young & Skrla, 2003); anti‐racism (Aveling, 2007; Diem & Welton, 2020; Lopez & Jean‐Marie, 2021; Welton et al., 2019; Young & Laible, 2000); postcolonialism (Hickling‐Hudson, 2006; Lopez & Rugano, 2018; Samier, 2021); and relationality (Eacott, 2018; Heffernan et al., 2022; Regan & Brooks, 1995). These debates promoted thinking about ways of knowing, doing and being in the social world, which have been most effective in advancing scholarship.…”

Leading the way–Understanding women’s university leadership during crisis through a feminist educational leadership lens

“…Inherent to the concept of transformational leadership is the desire to eliminate 10.3389/feduc.2022.982952 inequalities in one's organization and the actions to bring this desire to practical implementation. Identifying and challenging any hegemonic practices supporting and sustaining inequalities is not only on the agenda of feminism (Matthews, 1996;Strachan, 1999b), but also an important aspect of higher education leadership (Dorfman, 2005;Marshall C. et al, 2020;Samier, 2021). Afterall, "counter-hegemonic (i.e., emancipatory) work is educational work" (Strachan, 1999b, p. 122) and constitutes an important aspect of educational leadership.…”