LEADER 04877nam 22006615 450 001 9910299518803321 005 20230811002841.0 010 $a9789811065682 010 $a9811065683 024 7 $a10.1007/978-981-10-6568-2 035 $a(CKB)4100000000882770 035 $a(DE-He213)978-981-10-6568-2 035 $a(MiAaPQ)EBC5199558 035 $a(EXLCZ)994100000000882770 100 $a20170929d2018 u| 0 101 0 $aeng 135 $aurnn|008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aBeyond Leadership $eA Relational Approach to Organizational Theory in Education /$fby Scott Eacott 205 $a1st ed. 2018. 210 1$aSingapore :$cSpringer Nature Singapore :$cImprint: Springer,$d2018. 215 $a1 online resource (XVI, 278 p. 4 illus.) 225 1 $aEducational Leadership Theory,$x2510-179X 311 08$a9789811065675 311 08$a9811065675 320 $aIncludes bibliographical references at the end of each chapters and index. 327 $aPart I: The relational turn in contemporary thought and analysis -- 1 From "leading" to "organizing" -- 2 The relational turn in the social sciences -- 3 Towards relations in educational administration theory -- Part II: The relational extensions -- 4 Embedded and embodied auctors -- 5 Beyond "leadership" -- 6 The matter of context -- 7 Overcoming analytical dualisms -- 8 Productive thinking -- Part III: Dialogue and debate -- 9 Advancing the intellectual development of the field -- 10 Relational leadership: New thinking or established ideas in "new clothes" -- 11 Relational goods, democracy, and the paradox of epistemic Privilege -- 12 Educational administration and the relational approach: Can we suffice contextual-based knowledge production -- 13 Productive conversations from a feminist perspective -- 14 Thinking relationally about the school leader -- 15 Engaging with educational leadership relationally -- Part IV: Moving forward -- 16 Responding to commentaries -- 17 Advancing the relational program. 330 $aThis book systematically elaborates Scott Eacott?s ?relational? approach to organizational theory in education. Contributing to the relational trend in the social sciences, it first surveys relational scholarship across disciplines before providing a nuanced articulation of the relational research program and key concepts such as organizing activity, auctors, and spatio-temporal conditions. It also includes critical commentaries on the program from key figures such as Tony Bush, Megan Crawford, Fenwick English, Helen Gunter, Izhar Oplatka, Augusto Riveros, and Dawn Wallin. As such, the text models an approach to, or social epistemology for building knowledge claims in relation rather than through parallel monologues. Eacott?s relational approach provides a distinctive, post-Bourdieusian variant of the relational sociological project. Shifting the focus of inquiry from entities (e.g., leaders, organizations) to organizing activity and recognizing how auctors generate ? simultaneously emerging from and constitutive of ? spatio-temporal conditions unsettles the orthodoxy of organizational theory in educational administration and leadership. By presenting its claims in the context of other approaches, the book stimulates intellectual debate among both relational sociologists and opponents of relational approaches. Beyond Leadership provides significant insights into the organizing of education. As it does not fit neatly into any one field, but instead blends educational administration and leadership, organizational studies, and relational sociology, among others, it charts new territory and promotes important dialogue and debate. 410 0$aEducational Leadership Theory,$x2510-179X 606 $aSchool management and organization 606 $aSchool management and organization 606 $aEducation and state 606 $aEducational sociology 606 $aEducation$xPhilosophy 606 $aOrganization and Leadership 606 $aEducational Policy and Politics 606 $aSociology of Education 606 $aEducational Philosophy 615 0$aSchool management and organization. 615 0$aSchool management and organization. 615 0$aEducation and state. 615 0$aEducational sociology. 615 0$aEducation$xPhilosophy. 615 14$aOrganization and Leadership. 615 24$aEducational Policy and Politics. 615 24$aSociology of Education. 615 24$aEducational Philosophy. 676 $a371.2 700 $aEacott$b Scott$4aut$4http://id.loc.gov/vocabulary/relators/aut$0760445 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910299518803321 996 $aBeyond Leadership$92546482 997 $aUNINA