Elonga Mboyo, Jean Pierre

English

Educational leadership scholars are unanimous in theirappreciation of the importance of context. As a concept, however,context is not unproblematic and, while being scarcely theorised,the recent growing interest around the topic has shownfundamental differences in the way that it is approached withrepercussions on how the field progresses. The analysis ofpublished literature on context undertaken in this article,therefore, attempts to look beyond current framing of context asantecedent and moderator, in order to propose a relational criticalrealist perspective to framing context and, hopefully, shape as wellas decolonise future policy, practice and theorising in educationalleadership

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Theorising Context in Educational Leadership from a Relational Critical Realist Perspective

https://research.tees.ac.uk/files/33217183/Theorising_Context_in_Educational_Leadership_from_a_Relational_Critical_Realist_Perspective.pdf

Theorising Context in Educational Leadership from a Relational Critical Realist Perspective

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Teeside University's Research Repository

Teeside University's Research Repository