The archaeology of educational leadership as an enunciative field

This chapter explores the notions of archaeology and discourse as central aspects of Michel Foucault’s method and considers how these concepts can be used to explore educational leadership. The work of Foucault has been increasingly used to understand and interrogate a number of issues related to educational leadership. However, there has been less writing “using” his approaches rather than simply applying some of his concepts. This chapter considers how one might go about drawing on Foucault’s methods to educational leadership so that a number of overlooked and hidden assumptions of leadership can be critically interrogated and new and genuinely different approaches can be developed for theory building in the field. The power of Foucault’s discourse, it is argued, lies less in the application of his concepts but rather in the methodology to his archival writing and research that can provide new insights and understandings of knowledge formation in the field of educational leadership

Culturally responsive leadership: A case study of improving relations between Indigenous communities and schools

The importance of socially just leadership has been increasingly acknowledged in recent years as integral for tackling issues of disadvantage and inequality across education and schooling systems. However, there are still remaining questions about what these leadership practices look like in the everyday work of school leaders. This chapter draws on a research project to embed Indigenous perspectives in schools as an example of socially just leadership. The links between Indigenous communities and schools are a key focus area for improving educational outcomes for Indigenous students. This project sought to bring Indigenous community members into classrooms in six schools in New South Wales, Australia. Community members were recruited to work with teachers as co-constructors of learning activities that explicitly value and work with Indigenous perspectives. This chapter outlines the positive outcomes from this project as well as challenges faced by schools, teachers, principals, and community members as part of this culturally responsive work. The practices of community members, teachers, and principals are theorized using the notion of culturally responsive leadership. The chapter argues for an approach to leadership that is grounded in culturally responsive understandings to improve the educational outcomes and opportunities for Indigenous students and the cultural understanding and awareness of non-Indigenous students, to better promote reconciliation. This chapter provides a concrete example of powerful leadership practices that are working towards equity and social justice for their schools and communities. While the cases are specifically from the Australian context, they are relevant for a variety of schooling contexts and leadership practices

Emotions and ethics: A Foucauldian framework for becoming an ethical educator

This paper provides examples of how a teacher and a principal construct their ‘ethical selves’. In doing so we demonstrate how Foucault's four-part ethical framework can be a scaffold with which to actively connect emotions to a personal ethical position. We argue that ethical work is and should be an ongoing and dynamic life long process rather than a more rigid adherence to a ‘code of ethics’ that may not meaningfully engage its adherents. We use Foucault's four-part framework of ethical practice as a framework through which an ‘ethical self’ can be purposely constructed. This is important work, as those who have authority over others must know how to monitor themselves against the misuse of the power of their positions

Principals and the careless erosion of employment standards in the context of school autonomy and marketisation: A case study of school support staff

Devolved governance, school autonomy and marketisation impact the employment practices of schools and the working conditions of teachers. However, the employment-related effects on school services staff are under-researched. This study draws on data from interviews with staff at one public high school to analyse school services staff experience of school autonomy and the employment practices of principals in the context of competitive education markets. This case study illustrates how a principal\u27s management of employment and labour relations in a school experiencing declining enrolments and reduced resources impacted the labour and working conditions of school services staff. We argue that the principal applies a calculation of utility-maximisation and entrepreneurship to the non-teaching staff\u27s employment and carelessness to their employment conditions, thereby producing flexploitation that relies on the unpaid time and emotional commitment of their staff to do the best for the students. We recommend systemwide policies and practices that effectively train and support principals to protect the employment rights of all school staff should accompany decentralisation policies where responsibility for staffing is devolved to principals