Feminist educational leadership in a New Zealand neo‐liberal context

Abstract

A qualitative, feminist, case study methodology was used to research the feminist leadership of three women principals of coeducational secondary schools. Information was collected by interviewing and observing the three feminist principals, interviewing 24 staff, and collecting documents. Research indicated that being student focused was central to the practice of feminist educational leaders. This thesis explored how they were able to remain student focused in a New Zealand, neo‐liberal, education context with increased financial, accountability and marketing responsibilities. By resisting and appropriating the opportunities and demands created by the reforms, the feminist principals were, to some extent, able to resist the pressure to be less student focused. However, in doing so they worked very long hours. Their personal value systems and the school context were also important influences on their practice. There were both commonalities and diversity among the women’s leadership.

Headteacher autonomy: a sketch of a Bourdieuian field analysis of position and practice

“…Indeed, some principals and heads in some localities did use the capacities of devolution to enhance local participation and achieve specific community goals (e.g. Jones, 1999;Strachan, 1999). In other words, in the hands of democratically committed headteachers, autonomy for local/inside change did have many positive benefits even if there was not the desired freedom from steerage from above/outside.…”

Entering the Twilight Zone: The Local Complexities of Pay and Employment Equity in New Zealand

“…Many reviews -critical, feminist, supportive -have been written about these changes (Lewis, 2003;Robinson et al, 1994;Strachan, 1999) and we mention here only the issues most central to our project. The basic trend was the decentralization of educational administration.…”

Leadership in Early Childhood Education

“…Several researchers have identified dilemmas for educational leaders arising from the effects of neoliberalism , Blackmore 1996, Woods et al 1997, Strachan 1999. Peter Woods et al (1997) differentiate between dilemmas, where people have choice but the options are evenly balanced and can be resolved by professional action; tensions, where choice is limited, the effects are often personal, and the resolution is often strategic or political; and constraints, where the structure limits or negates choice.…”

“…Both Blackmore (1996) and Strachan (1999) have investigated the ways in which feminist women leaders in schools cope in this kind of situation. Blackmore says that for her group the coping mechanisms were related to managing their own and others' emotions.…”

“…Making Blackmore (1996) and Strachan (1999) would both regard her principal coping strategy as resistance. But there were elements of appropriation in her thoughts and actions too.…”