Restructuring Educational Leadership in Changing Contexts: A Local/Global Account of Restructuring in Australia
Restructuring Educational Leadership in Changing Contexts: A Local/Global Account of Restructuring in Australia
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DOI：
10.1023/b:jedu.0000041044.62626.99
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发表时间：
2004-09-01
影响因子：
2.900
通讯作者：
Jill Blackmore
中科院分区：
文献类型：
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作者：
Jill Blackmore
20世纪90年代，许多英语国家的学校教育进行了相当大的结构性改革，其特点是学校以学校为基础、以地点为基础、自我管理和自我管理的趋势。本文通过对澳大利亚维多利亚州教育结构调整的个案研究，阐述了领导力作为一种话语实践，如何在空间和文化结构调整的背景下被重新定义。由于结构调整改革，结构调整造成了教育供应和个人机会的空间重新分配。这些朝向后福利主义的政策也随着新工具主义和创业主义的兴起而产生了对教育态度的文化转变。对于处于自我管理学校前沿的校长来说，这意味着通过管理和市场问责制的新政策机制来改变资源分配，也意味着通过从对话管理模式转向决策管理模式来影响领导实践的新优先事项。问题是，最近的政策如何转向学习网络和重新设计系统支持，重点是位置的劣势，解决学校和学生之间日益扩大的教育差距。这是否为更多以股权为导向的领导实践提供了空间？
The 1990s saw considerable structural reform in school education in many Anglophone nation states, marked by trends towards school-based, site-based, self-managing and self-governing schools. This article illustrates through a case study of educational restructuring in Victoria, Australia, how leadership, as a discursive practice, is redefined in the context of spatial and cultural restructuring. Restructuring produced a spatial redistribution of educational provision and individual opportunities as a result of structural adjustment reforms. These same policy moves towards post-welfarism also produced cultural shifts in attitudes to education with the rise of the new instrumentalism and entrepeneurialism. For school principals at the forefront of self managing schools, this meant shifts in resource distribution through new policy mechanisms of managerial and market accountability, and also new priorities impacting on leadership practices with a move from dialogic to decisional modes of management. The question is how recent policy moves towards learning networks and reinventing systematic support with a focus on locational disadvantage are addressing what were increased educational disparities between schools and students. Does this provide scope for more equity-driven leadership practices?