A Nuanced Critical Realist Approach to Educational Policy and Practice Development: Redefining the Nature of Practitioners' Agency

Autor/in	Elonga Mboyo, Jean Pierre
Titel	A Nuanced Critical Realist Approach to Educational Policy and Practice Development: Redefining the Nature of Practitioners' Agency
Quelle	In: Educational Philosophy and Theory, 51 (2019) 8, S.815-828 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2018.1512852
Schlagwörter	Educational Policy; Educational Theories; Educational Change; Instructional Leadership; Policy Formation; Cooperation; School Administration; Educational Practices; Professional Autonomy; School District Autonomy; Neoliberalism; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Educational theory; Theory of education; Bildungstheorie; Bildungsreform; Instruction; Leadership; Bildung; Erziehung; Führung; Politische Betätigung; Co-operation; Kooperation; Bildungspraxis; Berufsfreiheit; School district; School districts; Autonomy; School autonomy; Schulautonomie; Neo-liberalism; Neoliberalismus
Abstract	In an age of nationalisation of international educational (leadership) policy, or vice versa, the politics and conflicts behind such policies often take centre stage to the detriment of (research-based) professional expertise. In response, this article develops a nuanced critical realism to propose a practice-based development and implementation of educational (leadership) policy reforms. Based on empirical reports of head teachers' subversive practice, the article concludes by highlighting that professional expertise is a central component, dubbed 'formless capability' (potency), that all stakeholders use to turn policy intentions into policy actions (Actuality). Actuality consists of the three traditional domains of critical realism -- the real, the actual and the empirical -- whose importance is derived from whether it is a means to (incomplete action) or an end in itself (complete action). It is argued here that empirical experiences of leading schools are the stage of actuality that is directly linked to the complete action of students' learning and, therefore, stands the most chance of being faithfully and successfully embedded and implemented. Policy mechanisms, therefore, need to reflect such research-based knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01