Educational Leadership Development and Women: Insights from Critical Realism

Autor/in	Thorpe, Anthony
Titel	Educational Leadership Development and Women: Insights from Critical Realism
Quelle	In: International Journal of Leadership in Education, 22 (2019) 2, S.135-147 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thorpe, Anthony)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3124
DOI	10.1080/13603124.2018.1450995
Schlagwörter	Educational Administration; Barriers; Females; Critical Theory; Management Development; Foreign Countries; Occupational Mobility; Disproportionate Representation; Social Structure; Inclusion; Leadership Role; Empowerment; United Kingdom + Suchen Sie Ihr Suchwort? Bildungsverwaltung; Schuladministration; Schulverwaltung; Weibliches Geschlecht; Kritische Theorie; Ausland; Berufliche Mobilität; Sozialstruktur; Inklusion; Großbritannien
Abstract	A considerable amount of research has been conducted into women's experiences of leadership in the education sector with calls to further promote equality, increase diversity and foster inclusion but ways forward seem less easy to implement with the same experiences and frustrations continuing to emerge. This article applies insights from critical realism to educational leadership development to seek a fuller understanding as to why these concerns remain and how they might be addressed. The article begins by considering barriers to women attaining leadership positions and accessing leadership development including those posed by the 'leadership turn' and new managerialism. Some ideas behind critical realism are briefly introduced before exploring the possible implications for educational leadership development. It is argued that a fundamental challenge to, and changing of, the dominant concept of leadership must take place before progress can be made. Directions are proposed for critical realist work in the theory and practice of educational leadership development and the wider field. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01