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

The micropolitics of quality

This paper discusses how the audit culture has impacted on UK academics in terms of professional identities, priorities and social relations. Micropolitics, performativity, psychic economy and the changing political economy of higher education are some of the theoretical tools used to offer some explanatory power for the range of engagements with quality assurance. Questions are raised about the polysemic discourse of quality and how it has been subjected to multiple interpretations. For example, there are those members of the academy who see it as a major form of modernisation and student empowerment, while others see it as a form of symbolic violence. Specific attention is paid to peer review, impact studies, gendered power relations, productivity measures and whether quality intersects with equality in the academy. The paper concludes with calls to consider what the gestalt is of higher education

Permeating the social justice ideals of equality and equity within the context of Early Years: challenges for leadership in multi-cultural and mono-cultural primary schools

The ideology and commitment of social justice principles is central to Early Years practice, however, the term social justice in education is complex and remains contested. This paper explores the ideology of social justice through links between equality and equity and how it is embedded within Early Years, and what remain the potential challenges for leadership. Interviews in English multi-cultural and mono-cultural primary schools were conducted. Findings showed that the ideology of social justice, equality and equity was interpreted differently. Multi-cultural schools appear to use a greater variety of activities to embed social justice principles that involved their diverse communities more to enrich the curriculum. In mono-cultural schools leadership had to be more creative in promoting equality and equity given the smaller proportion of their diverse pupil and staff population. Tentative conclusions suggest that the vision for permeating equality and equity in Early Years, at best, is at early stages

Challenging the 'New Professionalism': from managerialism to pedagogy?

In recent years there have been changes made to the conceptualisation of continuing professional development for teachers in both the Scottish and English systems of education. These changes have been instigated by successive UK governments (and more recently, by the Scottish Executive), together with the General teaching Council for Scotland (GTCS) and the General Teaching Council for England (GTCE). This paper argues that these changes have not provided a clear rationale for CPD, but instead have introduced tensions between the concept of teacher education and that of training. The need for a less confused understanding of CPD and its purposes is underlined, as is the need for school based approaches to continuing teacher education. Arguably, teacher education must move from technicist emphases to a model which integrates the social processes of change within society and schools with the individual development and empowerment of teachers

Ethical leadership in an age of evaluation: implications for whole—school well-being

The evaluation and inspection of many public services, including education, has become increasingly common in most countries in the developed world (McNamara & O’Hara, 2004; MacBeath & McGlynn, 2002). There are various reasons why this may be the case. It can be argued that it is, on the one hand, part of the movement towards low trust policies derived from the ideology of neo-liberalism which seeks to apply the values of the market to the public sector. On the other hand, it can be argued that increased evaluation is a necessary and defensible component of democratic accountability, responsibility and transparency (O’Neill, 2002). The research reported here sets out to explore the idea of a personal vision or core of ethics as being central to educational leadership, through in-depth interviews with a number of school leaders. The chapter begins by briefly placing educational leadership in the modern context, characterised by the paradox of apparently greater decentralisation of responsibility to schools being in fact coupled with a further centralisation of actual power and greatly increased surveillance of performance (Neave, 1998). Relevant developments internationally, and then specifically in the context of Ireland, are described. It is suggested that in Ireland the modern educational context may indeed be creating difficult ethical and moral dilemmas for leaders to face. To see if this is so in practice, five in-depth interviews with school principals are reported. The evidence arising from these interviews indicates that school leaders do feel guided by a strong moral or ethical compass

Non-antibiotic pharmaceuticals are toxic against <i>Escherichia coli</i> with no evolution of cross-resistance to antibiotics

Antimicrobial resistance can arise in the natural environment via prolonged exposure to the effluent released by manufacturing facilities. In addition to antibiotics, pharmaceutical plants also produce non-antibiotic pharmaceuticals, both the active ingredients and other components of the formulations. The effect of these on the surrounding microbial communities is less clear. We aimed to assess whether non-antibiotic pharmaceuticals and other compounds produced by pharmaceutical plants have inherent toxicity, and whether long-term exposure might result in significant genetic changes or select for cross-resistance to antibiotics. To this end, we screened four non-antibiotic pharmaceuticals (acetaminophen, ibuprofen, propranolol, metformin) and titanium dioxide for toxicity against Escherichia coli K-12 MG1655 and conducted a 30 day selection experiment to assess the effect of long-term exposure. All compounds reduced the maximum optical density reached by E. coli at a range of concentrations including one of environmental relevance, with transcriptome analysis identifying upregulated genes related to stress response and multidrug efflux in response ibuprofen treatment. The compounds did not select for significant genetic changes following a 30 day exposure, and no evidence of selection for cross-resistance to antibiotics was observed for population evolved in the presence of ibuprofen in spite of the differential gene expression after exposure to this compound. This work suggests that these compounds, at environmental concentrations, do not select for cross-resistance to antibiotics in E. coli

Teacher quality in the twenty first century: new lives, old truths

This chapter is based upon a keynote address to the first global teacher education summit, organised by Beijing Normal University in 2011, in which research across the world about influences which affect teachers' sense of professional identity, capacity for compassion, commitment, resilience and effectiveness long after they have graduated from their pre-service education and training programmes in universities and colleges were shared. The findings suggest that teaching pre-service students about how the conditions in which they work may enhance or diminish their capacity to teach to their best and how they might act to mediate these is a key part of the work of all teacher educators and an important focus for the work of educational researchers

When learning becomes a fetish: the pledge, turn and prestige of magic tricks

It is our contention that the process of higher education could be read as a commodity and in both Marxian and Freudian assumptions, a fetish. Instrumental in this discussion are; Marx’s theorising of the commodity fetish (1867) that deceives by conflating the distinction between use and exchange value, and Freud’s (1927) re-visiting of his theory of fetishism, where he considers the fetish in the context of dealing with separation and loss in everyday life. This paper highlights how the consequence of fetishised behaviour has led to violent outcomes, such as the policy decision to introduce a ‘Teaching Excellence Framework’ (TEF). We argue that the TEF may bring about the death of learning in HE and diminish the role of academic staff. Nevertheless, influenced by Winnicott, Cixous and Biesta, we offer a more hopeful ‘Teaching that is Good Enough Framework’