Rethinking emotions and educational leadership

Zorn, Diane; Boler, Megan

doi:10.1080/13603120601174345

Cited by 64 publications

(51 citation statements)

References 25 publications

(42 reference statements)

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“…There is a wealth of research available on the role of emotions and leadership in organisations including schools (Hargreaves, 1998;Sachs & Blackmore, 1998;Beatty, 2000;Blackmore 2006;Zorn & Boler, 2007;Iszatt-White, 2009. However, to date, little research has been conducted on relational leadership and emotional labour; specifically in rural school leadership studies.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

A Narrative Inquiry into Rural School Leadership in South Africa

Smit

2017

QRE

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This article attends to rural school leadership in two South African schools through the lens of the concepts of relational leadership and emotional labour. The inquiry draws on five years of guided conversations and observations that speak to leadership experiences of hope and anticipation as well as despair and disillusionment. I worked with one black male principal and one black female school principal from two rural schools in South Africa. Over time, the tone of their narratives changed from hope to hopelessness and resignation. The findings spoke to how commitment and care were overcome by the educational challenges, which involved hunger and poverty, orphaned learners, teen pregnancy, rape, departmental criticism and lack of support. Theoretically, this inquiry draws on the theories of relational leadership and emotional labour in rural education and empirical evidence was drawn from narrative inquiry.

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Section: Theoretical Frameworkmentioning

confidence: 99%

A Narrative Inquiry into Rural School Leadership in South Africa

Smit

2017

QRE

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“…This has predominantly focused on the effects of performativity on classroom teachers and school leadership (Ackerman & Maslin-Ostrowski, 2004;Beatty, 2007bBeatty, , 2011Blackmore, 2004aBlackmore, , 2010dM. Mills & Niesche, 2014;Yamamoto, Gardiner, & Tenuto, 2014;Zorn & Boler, 2007). The emotional demands on those working within the context of bureaucratically led reform however, remains unexplored.…”

Section: Theorising Emotionmentioning

confidence: 99%

“…To support my argument it was essential to challenge the dominant view of emotion as feminine weakness (Boler, 1999;Niesche & Haase, 2012;Zorn & Boler, 2007) and establish that emotions are socially and culturally constructed (Boler, 1999;Hochschild, 1979). This allowed recognition of emotion as a powerful indicator of injustice, a stance adopted by secondwave feminists to bring about political change.…”

Section: Emotion Work Of Leading and Managing Changementioning

confidence: 99%

“…Leadership is dependent upon relationships; it is emotional labour (Blackmore, 2010d). Zorn and Boler (2007) argue that failing to understand the political force of emotions in leadership is an emerging and serious problem.…”

Section: Emotion Work Of Leading and Managing Changementioning

confidence: 99%

“…Furthermore, because emotion is historically linked to the personal, attempts by women to express dissatisfaction with the demands placed upon them have been given scant attention and/or dismissed, passed off as evidence of female weakness (Zorn & Boler, 2007). Evidence of such practices were detailed in Chapter 2, for the history of Queensland's education system, like in other Anglophone countries, reveals that women's labour paved the way for privileged men through instances such as the establishment of provisional schools and through unequal pay and working conditions, including denial of promotional opportunities.…”

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confidence: 99%

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Exploring the gendered hearts, minds, and work of literacy leadership through Queensland’s Literate Futures reform

Bishop¹

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This thesis, an investigation of gender and emotion within the context of literacy reform, began as an investigation of Literate Futures; an initiative introduced at the beginning of the new millennium, as part of a more broadly based attempt at reforming schooling in Queensland. In this study I explore how gender and emotion were implicated in different aspects of the literacy reform process -from designing the policy and approach, to developing resources, to implementing new practices based on new understandings in schools. These factors are routinely ignored, hidden or neglected by theorists and researchers of reform policies and practices. Through this study I am seeking to further understandings of the relationship between gender, emotion and subjectivity; to explore emotion as both a source of power, and a site for awareness-raising in terms of social justice; and to establish the need for recognition to be given to the gendered demands of emotion work in education.As emotion and emotion work emerged as crucial aspects of the study, the focus turned to the emotion work demanded particularly of professional women who undertook leadership roles during this period of major change. The understandings of emotion that inform my thesis derive from the works of Arlie Hochschild and MeganBoler. Hochschild argued that links exist among social structure, feeling rules, emotion management and emotive experience, and that because emotion is shaped by societal rules, emotions become the focus of personal and social management.Emotional labour, Hochschild explained, is silent work that involves evoking and suppressing feelings in one's self and in others. Boler also supports the notion that emotions are integrally linked to culture, social class, race and gender, but further argues that, although similar patterns of gendered rules of emotion exist across cultures and ethnic groups, dominant cultures apply inconsistent norms and rules to different communities. Thus, as emotions are a site of social control, they constitute a mode of resistance to dominant cultural norms such as the imposition of authority.Boler argues that the dominant discourses of emotion that have controlled and shaped society are moral/religious, scientific/medical and the rational discourse of emotion. 3My thesis, based in feminist poststructuralism, critiques the power inherent in the irreconcilable dualisms that, from the time of the Enlightment, have aligned emotion with the feminine and as the binary opposite of rationalism. These dualisms, naturalised in patriarchal societies, permeated the development and implementation process. Because dualistic thinking positions men as leaders and women as workers, the reform context failed to recognise and reward the essential work done by women.Thus gendered binaries served to sustain the hegemonic masculinity of the bureaucracy and failed to give recognition to emotion or emotion work.The methodology and data analysis are situated within a specific qualitative approach to research defined by Kambe...

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Educational Leadership and Emotion

Lakomski¹,

Evers²

2017

The Wiley International Handbook of Educational Leadership

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Rethinking emotions and educational leadership

Cited by 64 publications

References 25 publications

A Narrative Inquiry into Rural School Leadership in South Africa

A Narrative Inquiry into Rural School Leadership in South Africa

Exploring the gendered hearts, minds, and work of literacy leadership through Queensland’s Literate Futures reform

Educational Leadership and Emotion

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