Refocusing educational leadership in an age of overshoot : embracing an education for sustainable development

This article argues that many of the aims and objectives of educational leadership need to be re-focused upon a largely neglected issue, that of an education for sustainable development (ESD). Research suggests that the concept of ESD - and particularly the interrelationships between environmental, social, and economic sustainabilities - is not fully appreciated by many school leaders, and yet this is an essential precondition for educational action. This article suggests one way in which this area might be conceptualised, and argues that an appreciation and development of more sustainable schools should lead to a refocusing of the work of educational leaders. Such refocusing would also present new challenges for educational leaders, for it will initiate debates about what constitutes a 'good society', about permissible levels of economic growth and consumption, about how to address current and future problems, and what actions need to be taken to achieve these

Not so simple: The threats to leadership sustainability

This article begins by examining the possible meanings of ‘sustainability’, and argues that most meanings are prescriptive rather than descriptive in nature: they tend, either overtly or covertly, to recommend the particular end-states that writers desire. The article then looks at the threats to leadership sustainability, suggesting that a lack of sustainability is not only caused by excessive volume of work and lack of preparation for the role, but also by how different stakeholders view the role. Greater sustainability, it is proposed, comes from recognizing the ‘wicked’ rather than the ‘tame’ nature of the role, and of the need to apply solutions which reflect the ‘wicked’ nature of many leadership challenges. Finally, links are made between leadership sustainability and the sustainability of larger social, economic and environmental systems, suggesting that they have many similar causes and many similar remedies

Portrait methodology and educational leadership : putting the person first

This article describes a variant on a methodological approach which provides ways of developing educational leaders' understandings of themselves and their situation through the production of individually written 'portraits' which focus upon the individuals' personal concerns and issues. It describes the process undertaken in forming a particular application of this approach, which is characterised by being highly private, highly personal and conducted by peers, rather than by others in a hierarchical relationship, to produce a picture of a person's concerns at one moment in time. It examines a number of possible criticisms, before arguing that there are a number of distinct benefits to its adoption. A description is provided of how such a methodology can be translated into a useful tool that provides individuals with the non-judgemental space to reflect upon themselves and their performance, and to develop supportive networks of peers who can help to sustain them in their job. This approach then could not only help remediate current issues of recruitment and retention to leadership positions, it could also provide private development space in societies and educational systems increasingly characterised by surveillance and public criticism of performance. Finally, whilst this article focuses upon the use of portraits for educational leaders, it is suggested that it is a technique that could be used by virtually anyone in order to create space for private reflection

Adaptive modulation of antibiotic resistance through intragenomic coevolution

Bacteria gain antibiotic resistance genes by horizontal acquisition of mobile genetic elements (MGEs) from other lineages. Newly acquired MGEs are often poorly adapted causing intragenomic conflicts; these are resolved by either compensatory adaptation—of the chromosome or the MGE—or reciprocal coadaptation. The footprints of such intragenomic coevolution are present in bacterial genomes, suggesting an important role promoting genomic integration of horizontally acquired genes, but direct experimental evidence of the process is limited. Here we show adaptive modulation of tetracycline resistance via intrage- nomic coevolution between Escherichia coli and the multidrug resistant plasmid RK2. Tetracycline treatments, including mono- therapy or combination therapies with ampicillin, favoured de novo chromosomal resistance mutations coupled with mutations on RK2 impairing the plasmid-encoded tetracycline efflux pump. These mutations together provided increased tetracycline resistance at reduced cost. Additionally, the chromosomal resistance mutations conferred cross-resistance to chloramphenicol. Reciprocal coadaptation was not observed under ampicillin-only or no antibiotic selection. Intragenomic coevolution can create genomes comprising multiple replicons that together provide high-level, low-cost resistance, but the resulting co-dependence may limit the spread of coadapted MGEs to other lineages

Personality, moral purpose, and the leadership of an education for sustainable development

This paper describes how two primary head teachers, nationally recognised as role models for the development of an education for sustainable development (ESD) in their schools, manage the implementation of this area. In doing so, it shows how they adopt two very different approaches to ESD and to their job generally, and suggests that whilst there are some commonalities between them, educational leadership needs to be seen as driven by a moral purpose, engaging and re-engaging with each situation, entering into a dialectic with others’ visions, leading to the re-conceptualisation of problems in different ways. This not only suggests a continued tension between such uniqueness and standardised approaches to headship, but raises questions about current policy imperatives for developing models of sustainable leadership

Selective conditions for a multidrug resistance plasmid depend on the sociality of antibiotic resistance"

Multidrug resistance (MDR) plasmids frequently carry antibiotic resistance genes conferring qualitatively different mechanisms of resistance. We show here that the antibiotic concentrations selecting for the RK2 plasmid inEscherichia colidepend upon the sociality of the drug resistance: the selection for selfish drug resistance (efflux pump) occurred at very low drug concentrations, just 1.3% of the MIC of the plasmid-free antibiotic-sensitive strain, whereas selection for cooperative drug resistance (modifying enzyme) occurred at drug concentrations exceeding the MIC of the plasmid-free strain

Leadership, the logic of sufficiency and the sustainability of education

The notion of sufficiency has not yet entered mainstream educational thinking, and it still has to make its mark upon educational leadership. However, a number of related concepts – particularly those of sustainability and complexity theory – are beginning to be noticed. This article examines these two concepts and uses them to critique the quasi-economic notion of efficiency, before arguing that the concept of sufficiency arises naturally from this discussion. This concept, originally derived from environmental thinking, has both metaphorical and practical impact for educational organizations and their leadership. An examination of three possible meanings suggests that while an embrace of an imperative concept of sufficiency seems increasingly necessary, its adoption would probably lead to a number of other problems, as it challenges some fundamental societal values and assumptions. Nevertheless, the article argues that these need to be addressed for the sake of both sustainable leadership and a sustainable planet

Portraits of resilience: headteachers in two different cultures

This article provides two ‘portraits’ of headteachers in primary schools in England and Hong Kong, derived from semi-structured interviews with these individuals. Contrary to some claims that such a small sample is worthless, this article argues that what is most meaningful is sometimes derived from the singular and unique; that generalisations in education are as likely to be useful if they are ‘fuzzy’ generalisations as if they are from scientific or statistical generalisations; and that the individual case can strip away the clutter of large contexts and allow recognition of a common shared humanity. What these portraits also show is that responses to larger contexts are heavily dependent on personality and local context, and that if policy implementation and professional development are to have impact, then an attention to the personal and the local are going to be critical factors in any success in these areas

Values, priorities and responses: Comparing English headteachers' and Hong Kong principals' perceptions of their work

This article investigates the perceptions of English headteachers and Hong Kong principals on the kinds of pressures that they believed affected the way they did their job, and in particular the degree to which they felt their governments were affecting their leadership role. The research utilised semi-structured interviews to generate written ‘portraits’ of these individuals, which were then examined to answer questions about current pressures. The findings suggested that (1) there was considerable variation in the manner these individuals responded to key issues; (2) all individuals prioritised local concerns, and particularly with consideration to the children in their care; (3) there was a greater sense of embattlement from the English headteachers and a more critical approach to legislation, than from the Hong Kong principals, though with considerable individual variation in the degree of overt resistance shown; (4) whilst current educational reforms in Hong Kong seemed to favour the development of creativity more than those in England, there was within both national contexts evidence of the damaging effects of the pace and quantity of reforms