The strange case of the emergence of distributed leadership in schools in England
The strange case of the emergence of distributed leadership in schools in England
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英国学校出现分布式领导的奇怪案例
DOI：
10.1080/00131911.2012.718257
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发表时间：
2013
影响因子：
3.3
通讯作者：
Hall D
中科院分区：
文献类型：
--
作者：
Hall D
本文报道了英国学校分布式领导力迅速崛起的研究。分布式领导是在英格兰教育的更广泛的结构性改革中，作为公共服务提供的新公共管理运动的一部分，以及在1997年至2010年的新工党政府期间发生的显著的话语领导转变。领导话语和这一改革过程之间的关系的矛盾，然后检查和分布式领导在这种情况下的崛起的奇怪之处突出。研究从ESRC（经济和社会研究理事会）资助的项目，在学校的分布式领导与教师和指定的学校领导，然后使用进一步揭示这种奇怪的话语形式和社会实践与分布式领导，包括有时特殊的意义和做法，这种话语干预。它的结论是，虽然分布式领导的形式，在不同的学校环境中采取的特定的上下文功能在个别机构内的能力，正式授权的话语分布式领导，以达到学校的社会实践仍然很强。事实上，分布式领导在不同机构中所采取的形式的奇怪之处被证明与这种官方话语的力量和强度密切相关，因为指定的学校领导和教师试图将这种概念融入他们的实践。
This article reports upon research investigating the rapid rise to prominence of distributed leadership in schools in England. Distributed leadership is located within wider structural reforms of education in England as part of the New Public Management movement in public service delivery and the marked discursive shift to leadership which took place largely during the New Labour governments of 1997 to 2010. Contradictions in the relationship between leadership discourses and this reform process are then examined and the strangeness of the rise of distributed leadership in this context is highlighted. Research from an ESRC (Economic and Social Research Council) funded project on distributed leadership in schools with teachers and designated school leaders is then used to further reveal this strangeness in terms of the discursive forms and social practices associated with distributed leadership, including the sometimes idiosyncratic meanings and practices linked to this discursive intervention. It is concluded that although the forms which distributed leadership takes within different school settings are in part shaped by particular contextual features within individual institutions the capacity of officially authorised discourses of distributed leadership to reach into the social practices of schools remains strong. Indeed, the very strangeness of the forms which distributed leadership takes in different institutions is shown to be intimately linked to the strength and intensity of this official discourse as designated school leaders and teachers seek to accommodate this notion into their practices.
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