Privatizing leadership in education in England: The multiple meanings of school principal agency

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This chapter discusses the authors' research program, Critical Education Policy and Leadership Studies (CEPaLS), where they chart and critically examine the issues generated by privatization for children, families and professionals, and how explanations can be developed through the interplay of data and theories of power. It reports on research regarding the experiences of school principals in the emerging new school types and how such professionals have come to occupy increasingly privatized roles. The chapter presents and interrogates biographical narratives through deploying Bourdieu's thinking tools, in order to critically read claims about agency within and for practice. Through this, it examines how privatization is operating as a form of depoliticization. The chapter reports the narratives of school principals captured and collected at a moment where major privatization was taking place in education in England. It subjects those data to a critical reading regarding how agency is located within and enables depoliticization.

Bibliographical metadata

Original languageEnglish
Title of host publicationThe Wiley International Handbook of Educational Leadership
EditorsDuncan Waite, Ira Bogotch
PublisherJohn Wiley & Sons Ltd
Pages295-310
Number of pages15
ISBN (Print)978-1-118-95668-7
DOIs
Publication statusPublished - 2017

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