Women Challenging Managerialism: Devolution dilemmas in the establishment of co-principalships in primary schools in Aotearoa/New Zealand

Court, Marian

doi:10.1080/13632439869763

Cited by 24 publications

(24 citation statements)

References 6 publications

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“…This culture has also positioned women to occupy the lower level of the institutional hierarchy and compete in a hostile environment and one that is difficult for them to have impact on the masculine organisational cultures and hierarchal structures (Bagilhole and White 2005;Court 1998;Weyer 2007). The phrase 'chilly climate' coined by Sandler and Hall (1986) refers to women's experiences within many Western university cultures (Cooper and Strachan 2006).…”

Section: Discussionmentioning

confidence: 97%

Diverse experiences of women leading in higher education: locating networks and agency for leadership within a university context in Papua New Guinea

McNae

Vali²

2015

Gender and Education

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The ways in which women deliberately press back against practices of oppression and demonstrate agency in higher education institutions are highly contextual and culturally bound. The formal and informal networks that women develop and maintain are important elements of generating agency and enhancing women's access to and opportunities for leadership. This article presents a case study from research that explored women's leadership experiences in a higher education context in the Pacific Islands -Papua New Guinea. Situated within a feminist poststructural methodology, the research examined women's experiences of leadership and considered aspects that influenced women's access to formal leadership roles. The findings illustrated that the women faced numerous barriers to formal leadership opportunities. A range of culturally and contextually located approaches supported women to demonstrate agency with regard to their own leadership development and practice. This research highlighted the importance of considering the relationship between networks and agency and the impact of associated cultural and contextual practices within organisations, providing insights into the culturally located complexities of women's leadership in higher education contexts.

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Section: Discussionmentioning

confidence: 97%

Diverse experiences of women leading in higher education: locating networks and agency for leadership within a university context in Papua New Guinea

McNae

Vali²

2015

Gender and Education

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“…What is required, as we have intimated already, is a more holistic sense of how the job might be different. Marion Court (1998Court ( , 2003bCourt ( , 2004 has been examining existing models of principalship and seeking some way of defining these differences. She suggests that there is a 'continuum of leadership' (2003a) that she describes as:…”

Section: Design and Designingmentioning

confidence: 99%

Beyond the power of one: redesigning the work of school principals

Thomson

Blackmore

2006

J Educ Change

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There is mounting international research evidence that the work of school principals is increasingly difficult, time consuming and more unattractive to prospective applicants. We suggest that the solution to this situation lies in redesigning the work that principals do. Using the New London Group's (1996) definition of design as both process and product and as a hybrid of existing resources, we offer five cases of redesign: distributed pedagogical leadership, co-principalship, shared principalship, multi-campus principalship, and community-based principalship. We argue that these examples show that redesigns that focus on the school, rather than on the work of the principal, have more farreaching effects, but are also much more vulnerable to context. We propose three emerging principles for redesign viz. developing a strong warrant for redesign, attending to infrastructure and building organic relations between school and community.Keywords Australia AE Case studies AE Innovative school leadership AE Principalship AE Principles for redesign of school leadership A growing body of national and international research suggests that teachers are deterred from applying for principal's positions-and some principals leave their positions-because they see the job as too onerous, intrusive of family life and geared inappropriately to managerial, rather than educative tasks (Brooking, Collins,

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“…One of the direct consequences is that schools and their leaders have been required to shape their policies and practices according to the stated (and at times not stated) demands of their stakeholders (Glatter, 1999). Conservative and competing demands for parental choice and participation, school autonomy, cultural diversity, educational standards, core curricula, teacher accountability and leadership have radically altered the educational environment that teachers, students and educational leaders occupy (Court, 1998). Despite differences in location, identity and (social and educational) structure, countries such as Australia, New Zealand and Britain have exported and imported educational policy solutions to rectify and resolve these complex educational problems (Thrupp, 2001).…”

Section: Educational Leadership In a Reform Frameworkmentioning

confidence: 99%

“…This form of hierarchical managerialism (Codd, 1993) is a privileging construct. The resultant emphases on technical, task-oriented responsibilities and accountabilities have been pinpointed as one of the central reasons why women predominantly occupy the lower level of workforce hierarchies (Court, 1998;Dunlap and Schmuck, 1995;Ozga, 1993).…”

Section: Gender and Leadershipmentioning

confidence: 99%

“…There are now considerable theoretical and empirical studies on women and educational leadership that have emerged predominantly from the United States (Chase, 1995;Grogan, 1996;Shakeshaft 1987), Britain (Adler, Laney and Packer, 1993;Coleman, 2001;Ozga, 1993), Australia (Blackmore, 1999;Limerick and Lingard, 1995) and New Zealand (Court, 1995(Court, , 1998Strachan, 1999). These studies have fundamentally contested claims such as those expounded by two of the 'fathers' of educational administration theory, Hodgkinson (1991) and Sergiovanni (1992) that top-down 'visionary' leadership was possible and permissible and that issues of social class, gender, race and ethnicity are unproblematic.…”

Section: Introductionmentioning

confidence: 99%

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Changing the deafening silence of indigenous women's voices in educational leadership

Fitzgerald

2003

Journal of Educational Administration

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The critique of western ethnocentric notions of leadership presented in this paper is informed by debates on issues such as gender and educational leadership that have produced meta‐narratives that explore and explain women and men's ways of leading. One of the troubling aspects of western leadership theories is the claim that the functions and features of leadership can be transported and legitimated across homogenous educational systems. Despite changes that have been made in definitions and descriptions of educational leadership to provide a focus on gender, there is the implicit assumption that while educational leadership might be practised differently according to gender, there is a failure to consider the values and practices of indigenous educational leaders. Thus, the construct of educational leadership needs to be more broadly theorised in order for knowledge of indigenous ways of leading to emerge.

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Women Challenging Managerialism: Devolution dilemmas in the establishment of co-principalships in primary schools in Aotearoa/New Zealand

Cited by 24 publications

References 6 publications

Diverse experiences of women leading in higher education: locating networks and agency for leadership within a university context in Papua New Guinea

Diverse experiences of women leading in higher education: locating networks and agency for leadership within a university context in Papua New Guinea

Beyond the power of one: redesigning the work of school principals

Changing the deafening silence of indigenous women's voices in educational leadership

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