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This book examines the intersection between pedagogy and leadership in intersubjective spaces. The intention is to discover answers to the most important question of educational leadership theory for practice today: who leads learning? This book addresses current misconceptions about pedagogical leadership and pedagogy in schools today. It explores the evolution of pedagogy and pedagogical leadership over time from a philosophical perspective. This book advocates for a return to philosophical thinking about learning and leading the child over teaching and skills, while also reducing the binary between these fields. Each chapter draws upon empirical research, alongside theory and philosophy. This book addresses key provocations about pedagogy and pedagogical leadership found in policy and professional learning that influence understandings that educational leaders have about the meaning of pedagogy and pedagogical leadership with implications for leading pedagogy in schools today.
List of contents
Introduction: Pedagogy, philosophy, and practice.- Leading Pedagogy.- Pedagogical leadership.- Reconceptualising pedagogy as practice.- Pedagogy as place.- Pedagogy as person: pedagogues.- Pedagogy as praxis (Pedagogy that reforms: lessons from the field).
About the author
Dr. Christine Grice is a senior lecturer in Educational Leadership and a postgraduate coordinator and the coordinator of Educational Leadership at the University of Sydney, Australia. She works with school and system leaders on research and professional learning partnerships that seek to understand more about pedagogy and leading learning, wellbeing, collaboration, and governance, predominantly drawing on practice theory. Christine’s research focuses on leadership practices in education and schooling, specifically leading learning, and pedagogy, across layers of leadership within schools and systems. She draws together empirical and philosophical knowledge including practice theory perspectives, to critically understand the practices of leading learning from a critical praxis perspective. She has many years of professional and research experience in educational leadership in leadership and in educational leadership research. Christine is passionate about supporting educators to connect theory, philosophy, and practice for purposeful leading in her research and practice.
Summary
This book examines the intersection between pedagogy and leadership in intersubjective spaces. The intention is to discover answers to the most important question of educational leadership theory for practice today: who leads learning? This book addresses current misconceptions about pedagogical leadership and pedagogy in schools today. It explores the evolution of pedagogy and pedagogical leadership over time from a philosophical perspective. This book advocates for a return to philosophical thinking about learning and leading the child over teaching and skills, while also reducing the binary between these fields. Each chapter draws upon empirical research, alongside theory and philosophy. This book addresses key provocations about pedagogy and pedagogical leadership found in policy and professional learning that influence understandings that educational leaders have about the meaning of pedagogy and pedagogical leadership with implications for leading pedagogy in schools today.
