title: Exploring leadership as a phenomenon in an educational leadership paper: An innovative pedagogical approach opens the unexpected

authors: Giles, David

subjects: Educational leadership

abstract: Neoliberal ideologies influence both the content and pedagogical approach of educational leadership programmes. This article proposes an alternate pedagogy, one which privileges the experiential nature of the leadership and challenges students to critique prevailing ideologies within education. The authors describe the reshaping of a compulsory, foundational academic paper within a Masters of educational leadership programme to focus on the phenomenon of leadership more explicitly. They illustrate the use of student stories and hermeneutic interpretation to deepen the appreciation of the contextual nature of educational leadership practice. The authors suggest that the influence of this pedagogical approach resides in the sincerity of the pedagogical comportment of the teaching faculty and the elusiveness of the taken-for-granted nature of leadership. They conclude that pedagogical processes that maintain a centrality of concern for the humanity of leadership experiences are a matter of urgency in our present educational context.

text: Exploring leadership as a phenomenon in an educational leadership paper: An innovative pedagogical approach opens the unexpected Neoliberal ideologies influence both the content and pedagogical approach of educational leadership programmes. This article proposes an alternate pedagogy, one which privileges the experiential nature of the leadership and challenges students to critique prevailing ideologies within education. The authors describe the reshaping of a compulsory, foundational academic paper within a Masters of educational leadership programme to focus on the phenomenon of leadership more explicitly. They illustrate the use of student stories and hermeneutic interpretation to deepen the appreciation of the contextual nature of educational leadership practice. The authors suggest that the influence of this pedagogical approach resides in the sincerity of the pedagogical comportment of the teaching faculty and the elusiveness of the taken-for-granted nature of leadership. They conclude that pedagogical processes that maintain a centrality of concern for the humanity of leadership experiences are a matter of urgency in our present educational context.

year: 2010

title: Introduction to the forum on meaning/ful work studies in organizational communication: Setting an agenda

authors: Zorn, Theodore E.

abstract: On the first day of Nikki’s undergraduate seminar, Organizing Work, she asks students to list the idioms and phrases commonly used to make sense of the “work” experience. She shares the example of her father repeatedly using the phrase “daily grind” when she was growing up (important to note, he was not referring to the ubiquitous Starbucks of today). Slowly but surely, the chalkboard fills with an array of idiomatic expressions: “on the clock,” “work like a dog,” “all work and no play makes Jack a dull boy,” “work your fingers to the bone,” “all in a day’s work,” and a host of others, including the Marxian favorite, “a fair day’s pay for a fair day’s work.” Students are asked to reflect on the meanings embedded within the list and how language constitutes cultural meanings and values of work.

text: Introduction to the forum on meaning/ful work studies in organizational communication: Setting an agenda On the first day of Nikki’s undergraduate seminar, Organizing Work, she asks students to list the idioms and phrases commonly used to make sense of the “work” experience. She shares the example of her father repeatedly using the phrase “daily grind” when she was growing up (important to note, he was not referring to the ubiquitous Starbucks of today). Slowly but surely, the chalkboard fills with an array of idiomatic expressions: “on the clock,” “work like a dog,” “all work and no play makes Jack a dull boy,” “work your fingers to the bone,” “all in a day’s work,” and a host of others, including the Marxian favorite, “a fair day’s pay for a fair day’s work.” Students are asked to reflect on the meanings embedded within the list and how language constitutes cultural meanings and values of work.

year: 2008

title: Editorial

authors: Clarkin-Phillips, Jeanette

abstract: As New Zealand contemplates wholesale review of the formal schooling system and the leadership implications thereof, the winds of educational change begin to swirl. Not the persistent, yet gentle flutter of change that evolves the educational landscape in almost imperceptible ways, but tumultuous paradigmatic gales that potentially change it beyond all recognition. Heralded by politicians, economists and capitalists, there is little doubt that the 1989 neoliberal tempest wrought havoc on notions of community and profession. The whirlwind shift from social democracy to market competition, managerialism and performativity saw critical voices silenced and educators disparagingly positioned as self-interested providers. In the rush to legislate Tomorrow’s Schools, 18,000 submissions remained unanalysed and therein lies a crucial lesson: we ignore research at our peril. As educators, we have a moral obligation to generate, disseminate and critique understandings of leadership, policy and practice; to remain open to counter perspectives; and to contribute positively and hopefully to research that empowers and emancipates. Consistent with JELPP’s commitment to honouring diversity in leadership focus, setting, and authorship, articles in this year’s general edition offer fresh insight into topics of interconnected and perennial importance: native knowledge, instructional leadership, indigenous teachers, appraisal, professional values, and safe schools.

text: Editorial As New Zealand contemplates wholesale review of the formal schooling system and the leadership implications thereof, the winds of educational change begin to swirl. Not the persistent, yet gentle flutter of change that evolves the educational landscape in almost imperceptible ways, but tumultuous paradigmatic gales that potentially change it beyond all recognition. Heralded by politicians, economists and capitalists, there is little doubt that the 1989 neoliberal tempest wrought havoc on notions of community and profession. The whirlwind shift from social democracy to market competition, managerialism and performativity saw critical voices silenced and educators disparagingly positioned as self-interested providers. In the rush to legislate Tomorrow’s Schools, 18,000 submissions remained unanalysed and therein lies a crucial lesson: we ignore research at our peril. As educators, we have a moral obligation to generate, disseminate and critique understandings of leadership, policy and practice; to remain open to counter perspectives; and to contribute positively and hopefully to research that empowers and emancipates. Consistent with JELPP’s commitment to honouring diversity in leadership focus, setting, and authorship, articles in this year’s general edition offer fresh insight into topics of interconnected and perennial importance: native knowledge, instructional leadership, indigenous teachers, appraisal, professional values, and safe schools.

year: 2019