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Beyond Leadership : A Relational Approach to Organizational Theory in Education.

By: Eacott, Scott.
Material type: TextTextSeries: eBooks on Demand.Educational Leadership Theory Ser: Publisher: Singapore : Springer, 2017Copyright date: ©2018Description: 1 online resource (279 pages).Content type: text Media type: computer Carrier type: online resourceISBN: 9789811065682.Subject(s): Educational leadership | School management and organization | Organizational behaviorGenre/Form: Electronic books.Additional physical formats: Print version:: Beyond Leadership : A Relational Approach to Organizational Theory in EducationDDC classification: 371.2 Online resources: Click here to view this ebook.
Contents:
Intro -- Series Editors' Foreword -- Preface -- Contents -- The Relational Turn in Contemporary Thought and Analysis -- 1 From "Leading" to "Organizing" -- "Leadership" Preliminaries -- From Rationalist to Relational -- Relational Extensions -- Ontological Complicity -- Problematizing Foundations -- Spatio-Temporal Grounding -- Beyond Analytical Dualisms -- Productive Theorizing -- Conclusion -- References -- 2 The Relational Turn in Social Sciences -- The Human Relations Movement -- The New York School -- Contemporary Relational Sociology -- Contemporary Relational Leadership -- Relational Theory and the Physical Sciences -- Conclusion -- References -- 3 Toward Relations in Educational Administration Theory -- On the Tradition of Relational Approaches in Organizing -- A Systematic Search -- Four Cases of the Structure of Logic in the Advocacy of Relational Approaches -- Adjectival Relational Leadership -- Co-determinism -- Conflationism -- Relational -- When Relational Approaches Confront the Logic of Organizing -- Conclusion -- References -- Appendix -- Educational Management Administration and Leadership -- International Journal of Educational Management -- International Journal of Leadership in Education -- Journal of Educational Administration -- Journal of Educational Administration and History -- School Leadership and Management (formerly School Organisation) -- Relational Extensions -- 4 Embedded and Embodied Auctors -- Complicity with the Orthodoxy -- A Contested Terrain -- The Case of Educational Leadership -- Positionality and Non-positionality -- Enduring Productively -- References -- 5 Beyond "Leadership" -- Leadership Is ... -- The Rise of "Leadership" -- Epistemic Imperialism -- Beyond Critique -- Theorizing "Leadership" -- Conclusion -- References -- 6 The Matter of Context -- Context as Causal -- More Than Layers.
Organizing as Context -- Temporality -- Space -- Conclusion -- References -- 7 Overcoming Analytical Dualism -- Structure and Agency -- Universalism or Particularism -- Individualism or Holism -- Advancing the Relational -- References -- 8 Productive Thinking -- Our Relations with the Field -- From a Field to Traditions -- Locating in Literatures -- Parallel Monologues -- A Social Epistemology -- Conclusion -- References -- Dialogue and Debate -- 9 Advancing the Intellectual Development of the Field -- Rendezvous Fields -- References -- 10 Relational Leadership: New Thinking or Established Ideas in "New Clothes" -- Addressing Binaries -- Leadership Models: Normative or Operational -- Managerial Leadership -- Transformational Leadership -- Transactional Leadership -- Emotional Leadership -- Distributed Leadership -- Context and Contingency -- Contingent Leadership -- Leadership and School Improvement -- What Can We Learn from Relational Approaches? -- References -- 11 Relational Goods, Democracy, and the Paradox of Epistemic Privilege -- The Criticality of an Entry Point or Lincoln's Broadsword Advantage -- The Epistemological Break with the Language of the Everyday -- The Fallacy of Epistemic Exchange in a Relational Approach Anchored in the "New" Science: The Loss of Relational Goods -- Conclusion -- References -- 12 Educational Administration and the Relational Approach: Can We Suffice Contextual-Based Knowledge Production? -- Isomorphism: The Culture of Teaching (Technology) and Its Impact -- Epistemological Consideration and the Field's Legitimacy -- Summary -- References -- 13 Productive Conversations from a Feminist Perspective -- New Ways of Seeing Educational Administration -- Embodied and Embedded -- Temporality and Socio-Spatiality -- Interpretive Approach -- Language and Discourse -- Conclusion -- References.
14 Thinking Relationally About the "School Leader" -- The Relational Approach -- Applying the Relational Approach to the Study of the Enactment of Standards for Leadership Practice -- The "School Leader" as an Emergent Identity: A Relational Story -- Expanding the Relational Perspective -- Power and Identity -- The Dichotomy Critical/Productive -- Concluding Remarks -- References -- 15 Engaging with Educational Leadership Relationally -- The Arguments -- Compliance and Conformity -- Conclusion -- References -- Moving Forward -- 16 Response to Commentaries -- What Is a Relation? -- Scholarly Identity -- The Matter of Science -- Grounding the Narrative -- Knowledge Production -- Other Minor Matters -- Conclusion -- References -- 17 Advancing Educational Administration Relationally -- Theoretical Resources -- A Strong Program -- The Explicit Articulation of Theoretical Commitments -- A Methodological Commitment to Description -- A Causal Base -- A Sense of Reflexivity -- Conceptual Glossary -- Organizing Activity -- Auctor -- Spatio-Temporal Conditions -- Conclusion -- References -- Index.
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Item type Current location Call number URL Status Date due Barcode
Electronic Book UT Tyler Online
Online
L1-991 (Browse shelf) https://ebookcentral.proquest.com/lib/uttyler/detail.action?docID=5199558 Available EBC5199558

Intro -- Series Editors' Foreword -- Preface -- Contents -- The Relational Turn in Contemporary Thought and Analysis -- 1 From "Leading" to "Organizing" -- "Leadership" Preliminaries -- From Rationalist to Relational -- Relational Extensions -- Ontological Complicity -- Problematizing Foundations -- Spatio-Temporal Grounding -- Beyond Analytical Dualisms -- Productive Theorizing -- Conclusion -- References -- 2 The Relational Turn in Social Sciences -- The Human Relations Movement -- The New York School -- Contemporary Relational Sociology -- Contemporary Relational Leadership -- Relational Theory and the Physical Sciences -- Conclusion -- References -- 3 Toward Relations in Educational Administration Theory -- On the Tradition of Relational Approaches in Organizing -- A Systematic Search -- Four Cases of the Structure of Logic in the Advocacy of Relational Approaches -- Adjectival Relational Leadership -- Co-determinism -- Conflationism -- Relational -- When Relational Approaches Confront the Logic of Organizing -- Conclusion -- References -- Appendix -- Educational Management Administration and Leadership -- International Journal of Educational Management -- International Journal of Leadership in Education -- Journal of Educational Administration -- Journal of Educational Administration and History -- School Leadership and Management (formerly School Organisation) -- Relational Extensions -- 4 Embedded and Embodied Auctors -- Complicity with the Orthodoxy -- A Contested Terrain -- The Case of Educational Leadership -- Positionality and Non-positionality -- Enduring Productively -- References -- 5 Beyond "Leadership" -- Leadership Is ... -- The Rise of "Leadership" -- Epistemic Imperialism -- Beyond Critique -- Theorizing "Leadership" -- Conclusion -- References -- 6 The Matter of Context -- Context as Causal -- More Than Layers.

Organizing as Context -- Temporality -- Space -- Conclusion -- References -- 7 Overcoming Analytical Dualism -- Structure and Agency -- Universalism or Particularism -- Individualism or Holism -- Advancing the Relational -- References -- 8 Productive Thinking -- Our Relations with the Field -- From a Field to Traditions -- Locating in Literatures -- Parallel Monologues -- A Social Epistemology -- Conclusion -- References -- Dialogue and Debate -- 9 Advancing the Intellectual Development of the Field -- Rendezvous Fields -- References -- 10 Relational Leadership: New Thinking or Established Ideas in "New Clothes" -- Addressing Binaries -- Leadership Models: Normative or Operational -- Managerial Leadership -- Transformational Leadership -- Transactional Leadership -- Emotional Leadership -- Distributed Leadership -- Context and Contingency -- Contingent Leadership -- Leadership and School Improvement -- What Can We Learn from Relational Approaches? -- References -- 11 Relational Goods, Democracy, and the Paradox of Epistemic Privilege -- The Criticality of an Entry Point or Lincoln's Broadsword Advantage -- The Epistemological Break with the Language of the Everyday -- The Fallacy of Epistemic Exchange in a Relational Approach Anchored in the "New" Science: The Loss of Relational Goods -- Conclusion -- References -- 12 Educational Administration and the Relational Approach: Can We Suffice Contextual-Based Knowledge Production? -- Isomorphism: The Culture of Teaching (Technology) and Its Impact -- Epistemological Consideration and the Field's Legitimacy -- Summary -- References -- 13 Productive Conversations from a Feminist Perspective -- New Ways of Seeing Educational Administration -- Embodied and Embedded -- Temporality and Socio-Spatiality -- Interpretive Approach -- Language and Discourse -- Conclusion -- References.

14 Thinking Relationally About the "School Leader" -- The Relational Approach -- Applying the Relational Approach to the Study of the Enactment of Standards for Leadership Practice -- The "School Leader" as an Emergent Identity: A Relational Story -- Expanding the Relational Perspective -- Power and Identity -- The Dichotomy Critical/Productive -- Concluding Remarks -- References -- 15 Engaging with Educational Leadership Relationally -- The Arguments -- Compliance and Conformity -- Conclusion -- References -- Moving Forward -- 16 Response to Commentaries -- What Is a Relation? -- Scholarly Identity -- The Matter of Science -- Grounding the Narrative -- Knowledge Production -- Other Minor Matters -- Conclusion -- References -- 17 Advancing Educational Administration Relationally -- Theoretical Resources -- A Strong Program -- The Explicit Articulation of Theoretical Commitments -- A Methodological Commitment to Description -- A Causal Base -- A Sense of Reflexivity -- Conceptual Glossary -- Organizing Activity -- Auctor -- Spatio-Temporal Conditions -- Conclusion -- References -- Index.

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