The wounded leader and emotional learning in the schoolhouse

Ackerman, Richard; Maslin-Ostrowski, Pat

doi:10.1080/1363243042000266945

Cited by 69 publications

(78 citation statements)

References 9 publications

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“…In this sense principals are facing the same vulnerability as we identified with teachers (Kelchtermans, 1996(Kelchtermans, , 2005(Kelchtermans, , 2007b(Kelchtermans, , 2009b: they cannot but deliberate, make decisions and act accordingly, while knowing that each decision remains open to possible criticism. And as such a principal-just like a teacher-always runs the risk of seeing their personal and professional integrity put to question (see also Ackerman & Maslin-Ostrowski, 2004;Blackmore, 2004;Gronn & Lacey, 2004;Gronn, 2009). This is where the heart of the pressure on principals lies, as well as its emotional meaning.…”

Section: Caught In a Web Of Conflicting Loyaltiesmentioning

confidence: 97%

“…This positioning, however, is rather misleading for a proper understanding of the school's organisational functioning and the role of the principal in it. If one moves beyond an external, formal approach of the principal's position, to include his/her experiences and sense-making of (being in) that position, it immediately becomes clear that principals find themselves at the crossroads of different interests and agendas from different actors in and around the school (see also Ackerman & Maslin-Ostrowski, 2004;Crawford, 2009a). Thus the image of the principal as a gatekeeper, balancing on the threshold between inside and outside, kept returning in our analysis as an encompassing metaphor.…”

Section: Principal As Gatekeepermentioning

confidence: 98%

“…Therefore the moral aspects of education and educational leadership inevitably also bring with them a series of political issues: how to evaluate different interests; how to control unwarranted processes of power and influence. Negotiation skills, political awareness and attitudes are crucial for good leadership (Blase & Anderson, 1995), yet they do not leave the person involved emotionally indifferent, since they still have the moral responsibility and the emotions of fear, uncertainty and involvement for what is in the best interest of the students (Ackerman & Maslin-Ostrowski, 2004;Blackmore, 2004). The educational character of school leadership and the moral commitment towards other people that is implied in it are crucial in understanding why emotions cannot but be part of the enactment of leadership in schools.…”

Section: Caught In a Web Of Conflicting Loyaltiesmentioning

confidence: 99%

“…It is obvious that this position and task as a gatekeeper is a rather demanding one in terms of physical and mental energy and the social and strategic skills needed to negotiate and interact with different groups and individuals, while at the same time emotionally enduring the ambivalences and possible conflicts (Beatty, 2000;Goldring & Greenfield, 2002;Ackerman & Maslin-Ostrowski, 2004). Or, as Crawford (2009a, p. 186) contends: 'leadership is reliant on both the emotional quality of those in leadership roles in schools and the quality of the social relationships of the team'.…”

Section: Principal As Gatekeepermentioning

confidence: 99%

See 3 more Smart Citations

The lucid loneliness of the gatekeeper: exploring the emotional dimension in principals’ work lives

Kelchtermans

Piot

Ballet

2011

Oxford Review of Education

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Section: Caught In a Web Of Conflicting Loyaltiesmentioning

confidence: 97%

Section: Principal As Gatekeepermentioning

confidence: 98%

Section: Caught In a Web Of Conflicting Loyaltiesmentioning

confidence: 99%

Section: Principal As Gatekeepermentioning

confidence: 99%

See 2 more Smart Citations

The lucid loneliness of the gatekeeper: exploring the emotional dimension in principals’ work lives

Kelchtermans

Piot

Ballet

2011

Oxford Review of Education

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“…Recognition of the devastating impact of neoliberal policies on school personnel has resulted in emotion receiving greater attention in educational research (Apple, 2001;Ball, 2003Ball, , 2006Connell, 2009;Hargreaves, 1994Hargreaves, , 2003Zembylas, 2007). 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).…”

Section: Theorising Emotionmentioning

confidence: 99%

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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Adult learning in the workplace: Emotion work or emotion learning?

Bierema

2008

New Dir Adult Contin Educ

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The wounded leader and emotional learning in the schoolhouse

Cited by 69 publications

References 9 publications

The lucid loneliness of the gatekeeper: exploring the emotional dimension in principals’ work lives

The lucid loneliness of the gatekeeper: exploring the emotional dimension in principals’ work lives

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

Adult learning in the workplace: Emotion work or emotion learning?

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