LEADER 04390nam 22006615 450 001 9910483200803321 005 20250717131832.0 010 $a9789462099111 010 $a9462099111 024 7 $a10.1007/978-94-6209-911-1 035 $a(CKB)3710000000343711 035 $a(EBL)1973830 035 $a(SSID)ssj0001424450 035 $a(PQKBManifestationID)11891901 035 $a(PQKBTitleCode)TC0001424450 035 $a(PQKBWorkID)11367541 035 $a(PQKB)11356575 035 $a(DE-He213)978-94-6209-911-1 035 $a(MiAaPQ)EBC1973830 035 $a(OCoLC)ocn897345892 035 $a(nllekb)BRILL9789462099111 035 $a(PPN)183517849 035 $a(MiAaPQ)EBC31132752 035 $a(Au-PeEL)EBL31132752 035 $a(OCoLC)1492972950 035 $a(EXLCZ)993710000000343711 100 $a20150119d2015 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aEducational Leadership Relationally $eA Theory and Methodology for Educational Leadership, Management and Administration /$fby Scott Eacott 205 $a1st ed. 2015. 210 1$aRotterdam :$cSensePublishers :$cImprint: SensePublishers,$d2015. 215 $a1 online resource (158 p.) 225 1 $aHumanities, Social Sciences and Law Series 300 $aDescription based upon print version of record. 311 08$a9789462099104 311 08$a9462099103 311 08$a9789462099098 311 08$a946209909X 320 $aIncludes bibliographical references and indexes. 327 $aPreliminary Material -- Educational Administration Relationally -- Problematising the Intellectual Gaze -- The (Im)Possibility of ?Leadership? -- Recasting Administrative Labour -- Studying Administration Relationally -- Rethinking School Leadership -- The Principalship, Autonomy and After -- For a Relational Programme -- Some Conclusions -- Author Index -- Subject Index. 330 $aEducational leadership, management and administration has a rich history of epistemological and ontological dialogue and debate. However in recent times, at least since the publication of Colin Evers and Gabriele Lakomski?s trilogy ? knowing, exploring and doing educational administration ? there has been a distinct dearth. Educational Leadership Relationally explicitly returns matters of epistemology and ontology to the centre of the discussion. Through a sustained and rigorous engagement with contemporary thought and analysis, Scott Eacott articulates and defends a relational approach to scholarship in educational leadership, management and administration. Eacott belongs to a group of scholars in educational administration who could be called meta-sociologist. This group blends sociology, historical revisionism, managerial theories and general philosophy to emphasise the relevance of sociological analysis in the field of educational administration. Proposing a relational turn, Eacott outlines a methodological agenda for constructing an alternative approach to educational leadership, management and administration scholarship that might be persuasive beyond the critical frontier. The relational research programme is arguably the most ambitious agenda in educational leadership, management and administration coming out of Australia since Colin Evers and Gabriele Lakomski?s natural coherentism and Richard Bates? Critical Theory of Educational Administration. As a research agenda, it engages with: the centrality of administration in constructions of the social world; the legitimation of popular labels such as ?leadership?; the inexhaustible and inseparable grounding of administrative labour in time and space; and overcomes contemporary tensions of individualism/collectivism and structure/agency to provide a productive ? rather than merely critical ? space to theorise educational leadership, management and administration. 410 0$aHumanities, Social Sciences and Law Series 606 $aEducation 606 $aEducation 615 0$aEducation. 615 14$aEducation. 676 $a370 700 $aEacott$b Scott$4aut$4http://id.loc.gov/vocabulary/relators/aut$0760445 801 0$bNL-LeKB 801 1$bNL-LeKB 906 $aBOOK 912 $a9910483200803321 996 $aEducational leadership relationally$91538561 997 $aUNINA