Love, Care, and Solidarity: Understanding the Emotional and Affective Labour of School Leadership

Autor/inn/en	Heffernan, Amanda; Mills, Martin
Titel	Love, Care, and Solidarity: Understanding the Emotional and Affective Labour of School Leadership
Quelle	In: Cambridge Journal of Education, 53 (2023) 3, S.311-327 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Heffernan, Amanda) ORCID (Mills, Martin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2022.2103099
Schlagwörter	Psychological Patterns; Affective Behavior; Leadership; Foreign Countries; Public Schools; Principals; Social Justice; Caring; Disadvantaged; Interpersonal Relationship; Burnout; Stress Variables; Australia; United Kingdom (England) + Suchen Sie Ihr Suchwort? Affective disturbance; Active behaviour; Affektive Störung; Führung; Führungsposition; Ausland; Public school; Öffentliche Schule; Principal; Schulleiter; Soziale Gerechtigkeit; Care; Pflege; Sorge; Betreuung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Burn out (Psychology); Burnout-syndrom; Burnout-Syndrom; Australien
Abstract	This paper explores the emotional work involved in leading schools in marginalised communities, through case studies of Australian and English government-school principals theorised through Lynch's framework of affective justice and the embedded concepts of love, care and solidarity. Participants demonstrated solidarity in their choice of working in these particular schools, which brings with them a higher level of emotional complexity. Their work towards social justice manifests through their care relationships when interacting with students, staff and communities. These interactions, full of emotion, impact the third affective relation -- love. Findings show the impact of participants' solidarity and care work on their own personal relationships. In exploring the affective domain of school leaders' work, we seek to articulate how principals can be empowered to continue to undertake their solidarity and care work while mitigating impacts on the relationships that are vital for their own wellbeing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01