2,126 research outputs found
Leading and managing in educational organizations
No full textIn this chapter, we argue that leaders, leading and leadership of educational organizations generates three main approaches: functional, critical and socially critical. We present three case studies from research in Naples to illustrate each one, and we examine the way that power works, particularly through micropolitical activities in organizations. We focus directly on formal organizations for educational services, that is, kindergarten or nursery, school, college and university. In doing this we are directly concerned with first, the leader: whom this is; second, leading: what a leader does and why; and third, leadership: or how power operates and is exercised. To make our argument that educational leadership has functional, critical and socially critical approaches, we begin with the dynamics of the organization to develop a conceptual framework. We ask you to reflect on three case studies based on empirical research, and to think about emotional intelligence and micropolitical processes
The dissemination and adoption of NPM ideas in catalan education: a cultural political economy approach
No full textTable of Contents:
• Foreword: Gary Anderson
• Introduction
• Chapter 1: NPM and educational reform in Europe Helen M. Gunter, Emiliano Grimaldi, David Hall, Roberto Serpieri
• The Liberal State:
• Chapter 2: England - permanent instability in the European educational NPM ‘laboratory’ David Hall and Helen M Gunter
• The Social-Democratic State:
• Chapter 3: Finland – NPM resistance or towards European neo-welfarism in education? Michael Uljens, Lili-Ann Wolff and Sara Frontini
• Chapter 4: Governing by new performance expectations in Norwegian schools Guri Skedsmo and Jorunn Møller
• Chapter 5: Reforming Swedish education through New Public Management and quasi-markets Nafsika Alexiadou and Lisbeth Lundhal
• The Administrative State:
• Chapter 6: New Public Management in the French educational system: between affirmation of the state and decentralised governance Jean-Louis Derouet and Romuald Normand
• Chapter 7: NPM and the reculturing of the Italian education system: the making of new fields of visibility Emiliano Grimaldi, Paolo Landri and Roberto Serpieri
• Chapter 8: The dissemination and adoption of NPM ideas in Catalan education: a cultural political economy approach Antoni Verger and Marta Curran
• The Post-Communist State:
• Chapter 9: New Public Management in Czech education: From the side road to the highway? Arnošt Veselý, Jan Kohoutek and Stanislav Štech.
• Chapter 10: Elements of New Public Management in the context of the Hungarian education system, 1990-2010 Anna Imre and Ágnes Fazekas
• Chapter 11: New Headteacher roles following the decentralisation of Romanian Education Ana-Cristina Popescu
• Conclusion
• Chapter 12: NPM and the dynamics of education policy and practice in Europe Helen M Gunter, Emiliano Grimaldi, David Hall, Roberto Serpieri
(Fuente La Editorial)Since the 1980s, most countries in the world have experimented with New Public Management (NPM) reforms in a range of policy sectors (Hood and Peters 2004). Education, as one of the sectors of public administration with large budgets and large numbers of personnel in most countries, has been widely affected by NPM-driven reforms. As a consequence, the fragmentation of education systems in smaller units - via policies like school autonomy or parental choice - the professionalization of school management, and the logic of results-based performance have strongly penetrated into the regulation of education systems worldwide (Gunter and Forrester 2009).Depto. de Sociología AplicadaFac. de EducaciónTRUEpu
Education for Social Justice Seminar: Prof Helen Gunter
No full textResearch Seminar: Investigating Critical Education Policy Studies
Prof Helen M Gunter, University of Manchester, UK.
Wednesday, 18th May 12.15 pm
In this paper I provide a conceptualisation of thinking criticality in education policy studies. I do this through a review of projects I have been involved within over the past 40 years, and I develop a number of themes regarding system and workforce redesign through to intellectual histories and methodological matters. I focus on what it means to do criticality as a researcher in regard to ontological and epistemological positioning, where I present an approach based on description, science, entrepreneurialism, and scholarship. I bring this up to date by arguing for a political sociology of education policy, where I examine how these projects and themes have generated major issues for research and debate.</p
Interview with Helen M. Gunter
No full textInterview with Helen M. Gunter is Professor of Education Policy at the School of Environment, Education and Development (University of Manchester) and co-editor of the Journal of Educational Administration and History. Her main area of studying and researching are the processes of restructuring and reculturing of education systems (England and across Europe). Issues discussed are about policy of leadership, New Public Management in education, knowledge production, the european space of sociologly of education, theoretical background and other main interests of research
From ‘Jurassic Management’ to a flourishing revival of critical studies of educational leadership : some reflections on the contribution of Helen Gunter and some encounters with her along the way
No full textThis chapter deals with the seminal contribution of Helen Gunter to the revival of critical educational leadership studies. It traces the way in which Helen’s defining work Rethinking Education: The Consequences of Jurassic Management (London: Cassell, 1997) has profoundly influenced and shaped the field since she first published it. At a personal level, I show how this work by Helen gave me the courage and inspiration to continue beyond the point at which I had given up on the field of educational leadership. I trace the central motifs of critical educational leadership that have since come to define Helen Gunter’s extensive field of critical scholarship, and that in no small measure led me into my more recent pursuits of what I have called ‘bullshit leadership’-what passes as the mainstream field. I am enormously grateful to Helen for her enthusiasm, perspicacity, and above all her warmth as a scholar and close friend. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2023
New Public Management and the Reform of Education. European lessons for policy and practice
No full textReform strategies across European nation states are radical and localised but it is important to recognize diversity and patterns within networks of ideas and
policy actors. This book addresses this complex and dynamic situation by focusing on New Public Management as a major shaper and influencer of educational reforms within, between and across nation states. The accounts from ten countries not only show the impact of NPM locally, but also the interplay between the local and European policy spaces. The book actively contributes to debates and analysis within critical policy studies about the impact and resilience of NPM, and offers a more nuanced and complex picture of how NPM can be built
Intellectual Histories, Power and Activism. Understanding and Modeling Plurality within Educational Life in the Works of Helen M. Gunter
No full textThis chapter recognises the intellectual legacy of the works of Helen M. Gunter for my own work as education policy sociologist and more generally for the fields of educational leadership and education policy research. Moving from a brief account of the experience of the Network Le@ds (Leading Democratic Schools) that Helen contributed to create in 2011, the chapter will reflect on the generative interplay in her work of three major intellectual gestures: (a) the use of intellectual histories as a way to understand our social relations, social conditions and abilities as emerging through processes of knowledge production and circulation; (b) the use of the Arendtian concept of ‘action’, intended as an anti-categorical and interrupting dialogical gesture, as a tool to engage with educational institutions as a primary and unavoidable space of inquiry, reflection and involvement; and (c) a practice as public intellectual that proposes a distinctive understanding of the relation between ideas and action, knowledge production and activism. I will argue that these three gestures combine into an intellectual attitude that is about taking action and responsibility, engaging in issues of political educational concern, and exercising judgement to contribute to model democratically plurality and freedom within educational life
Hard labour? academic work and the changing landscape of higher education /
No full textTitre de l'écran-titre (visionné le 13 juil. 2012)Comprends des réf. bibliogr.ch. 1. Tracing the fault lines / Tanya Fitzgerald -- ch. 2. Intellectual work and knowledge production / Helen M. Gunter -- ch. 3. Scholarly identity / Julie White -- ch. 4. Academic work and performance / Helen M. Gunter -- ch. 5. turning a scholarly blind eye / Julie White -- ch. 6. Ivory basements and ivory towers / Tanya Fitzgerald -- ch. 7. Scholarly work in a globalised world / Tanya Fitzgerald -- ch. 8. Continuing challenges / Tanya Fitzgerald
NPM and educational reform in Europe
No full textIn this opening chapter we outline our conceptualisation of NPM and why this is an important and enduring focus for analysing system changes to the nation state and public services within and across Europe. We provide an analytical framework for presenting ten European countries as sites for examining NPM and we frame our contribution as European Lessons for Policy and Practice through examining how and why the field of critical education policy studies can gain new insights about NPM within the organisation, the locality, nation, and beyond. In doing so we examine the challenges brought by criticisms of methodological nationalism and claims regarding the necessity for normative cosmopolitan visions. At the same time we argue for a renewed centrality of the nation state as an analytical focus, refusing any reductionist account of a shift from government to governance, for example via the hollowing out of the state thesis, and proposing a more nuanced conceptualization of the state as a social relation. This enables our analysis to capture the complexities of the overlapping and interplay between government (i.e. the practices of management by state institutions and public administration), governance (i.e. the practices of social regulation involving a variety of interdependent social, political and administrative actors within and beyond the state), and governmental practices (i.e. the wider power relations governing conduct in apparently non-political sites). Such a contribution focuses on the intellectual resources within and used by the field, so we consider not only the pre-eminence of sociology but also the importance of political studies in shaping and enabling thinking for and about policies and practices
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