Authority, Power and Distributed Leadership

This is the Accepted Manuscript version of an article accepted for publication in Management and Education following peer review. The version of record, Philip Woods, ‘Authority, power and distributed leadership’, Management and Education, Vol 30(4): 155-160, first published online 28 September 2016, is available online via doi: 10.1177/0892020616665779 © 2016 British Educational Leadership, Management & Administration Society (BELMAS) Published by SAGE.A much greater understanding is needed of power in the practice of distributed leadership. This article explores how the concept of social authority might be helpful in achieving this. It suggests that the practice of distributed leadership is characterized by multiple authorities which are constructed in the interactions between people. Rather than there being a uniform hierarchy (relatively flat or otherwise) of formal authority, organizational members may be ‘high’ in some authorities and ‘low’ in others, and people’s positioning in relation to these authorities is dynamic and changeable. The article maps different forms of authorities, provides illustrations from educational institutions, and concludes with implications for educational leadership. A key conclusion is that everyone is involved in the ongoing production of authorities by contributing to who is accepted as or excluded from exercising authority and leadershipPeer reviewedFinal Accepted Versio

Reinventing grounded theory: some questions about theory, ground and discovery

Grounded theory’s popularity persists after three decades of broad-ranging critique. In this article three problematic notions are discussed—‘theory,’ ‘ground’ and ‘discovery’—which linger in the continuing use and development of grounded theory procedures. It is argued that far from providing the epistemic security promised by grounded theory, these notions—embodied in continuing reinventions of grounded theory—constrain and distort qualitative inquiry, and that what is contrived is not in fact theory in any meaningful sense, that ‘ground’ is a misnomer when talking about interpretation and that what ultimately materializes following grounded theory procedures is less like discovery and more akin to invention. The procedures admittedly provide signposts for qualitative inquirers, but educational researchers should be wary, for the significance of interpretation, narrative and reflection can be undermined in the procedures of grounded theory

How do religious norms diffuse? Institutional translation and international change in a post-secular world society

This article draws from Habermasian post-secular theory to broaden the scope of Constructivist research on norm dynamics beyond its current Western-centric focus. In an increasingly post-secular world society, we conceptualize the mechanism of institutional translation to explain processes of norm diffusion whereby culturally situated ‘thick’ norms acquire a ‘thinner’ ethical status via a dialogical process of normative contestation across diverse ethical perspectives. Institutional translation differs from, but also complements, mechanisms of norm diffusion, such as persuasion and localization, by illustrating how norms conceived and promoted by non-Western religious-based actors can acquire global legitimacy within the institutions of the international liberal order. The article investigates the explanatory value of this framework through an empirical analysis of two contrasting cases of norm promotion by the Organization of Islamic Conference at the United Nations. The first case considers the global diffusion of the norm of dialogue of civilizations as an example of successful institutional translation. The second case illustrates the failed diffusion of the norm against th