Headteacher critique and resistance: a challenge for policy, and for leadership/management scholars
Headteacher critique and resistance: a challenge for policy, and for leadership/management scholars
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校长的批评和抵制：对政策和领导力/管理学者的挑战
DOI：
10.1080/00220620802210848
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发表时间：
2008
影响因子：
1.8
通讯作者：
P. Thomson
中科院分区：
文献类型：
--
作者：
P. Thomson
教育领导/管理学者进行了一些工作，记录了校长在执行政策时所面临的困难。一些人建议校长调解政策，确保他们的学校取得最好的结果，但也有对这一论点的批评和反建议，校长应该抵制产生和再现教育不平等的保守的市场化政策的强加。在本文中，我考虑了这一立场，并认为，如果该领域要处理抵抗问题，那么它将需要扩展其理论资源，通过经验例子来询问和测试该命题的局限性，考虑出现抵抗的实例，并超越对个别校长的关注，认真对待他们的集体专业组织。在提出这一论点时，我对未来的研究提出了一些建议。
Educational leadership/management scholars have undertaken work which documents the difficulties particular headteachers face when implementing policy. Some have suggested that headteachers mediate policy, ensuring the best possible outcomes for their schools, but there is also critique of this argument and a counter‐suggestion that heads ought to resist the imposts of conservative, marketised policies which produce and reproduce educational inequities. In this article I consider this position, and argue that if the field is to take up the question of resistance then it will need to extend its theoretical resources, interrogate and test out the limits of the proposition through empirical example, consider instances where resistance appears to occur, and move beyond a focus on individual headteachers to take seriously their collective professional organisations. In making this argument, I generate some suggestions for future research.