The analysis of published literature on context undertaken in this article, therefore, attempts to look beyond current framing of context as antecedent and moderator, in order to propose a relational critical realist perspective to framing context and, hopefully, shape as well as decolonise future policy, practice and theorising in educational leadership.
📌 3 Key Takeaways
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Objective & Hypothesis:Educational leadership scholars are unanimous in their appreciation of the importance of context.
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Key Findings & Data:As a concept, however, context is not unproblematic and, while being scarcely theorised, the recent growing interest around the topic has shown fundamental differences in the way that it is approached with repercussions on how the field progresses.
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Conclusion & Impact:The analysis of published literature on context undertaken in this article, therefore, attempts to look beyond current framing of context as antecedent and moderator, in order to propose a relational critical realist perspective to framing context and, hopefully, shape as well as decolonise future policy, practice and theorising in educational leadership.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Context · relation · critical realism
Abstract
Educational leadership scholars are unanimous in their appreciation 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 shown fundamental differences in the way that it is approached with repercussions on how the field progresses. The analysis of published literature on context undertaken in this article, therefore, attempts to look beyond current framing of context as antecedent and moderator, in order to propose a relational critical realist perspective to framing context and, hopefully, shape as well as decolonise future policy, practice and theorising in educational leadership.
Mboyo, J. P. E. (2021). Theorising Context in Educational Leadership from a Relational Critical Realist Perspective. Research in Educational Administration and Leadership, Volume: 6 Issue: 3 Special Issue. https://doi.org/10.30828/real/2021.3.7
Bhaskar, R. (1989). Reclaiming reality. London: Verso. Brooks, J. S., & Normore, A. H. (2010). Educational leadership and globalization: Literacy for a glocal perspective. Educational Policy, 24(1), 52-82.
Bush, T. (2011). Theories of educational leadership and management (4th ed.), London: Sage.
Bush, T & Glover, D. (2014). School leadership models: What do we know? School Leadership & Management, 34(5), 553-571.
Courtney, S. & Gunter, H. (2015) Getoffmybus school leaders, vision work and the elimination of teachers. International Journal of Leadership in Education, 18(4), 395-417.