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Practising leadership in newly multi-ethnic schools: tensions in the field?
Author(s)
Date Issued
2013
Date Available
2015-03-02T10:31:02Z
Abstract
This paper explores the leadership practices of three principals following a period of intensive immigration in Ireland. Drawing on the work of Bourdieu, it conceptualises schools as structured social spaces and of their leadership work as a form of practising. This practising is an outcome of the intersection between deeply embedded subjectivities operating in diverse fields of action that shape, constrain and transform each principal’s practices. Presenting an analytical model that highlights the circular and capillary-like dimension to such practising, the paper explores how principals’ recognition of immigrant children (their recognitive practices) as well as investment in supporting their learning (distributive practices) are shaped by the logics of practice across different fields, as well as by their own evolving habitus and struggle to be authentic in a period of rapid social change. Practising effective leadership in newly multi-ethnic schools must be conceived as layered and multiple but must be underpinned by an ethic of justice, if the minoritised status of 'ethnic' others is to be challenged and overcome.
Type of Material
Journal Article
Publisher
Taylor and Francis
Journal
British Journal of Sociology of Education
Volume
34
Issue
3
Start Page
392
End Page
411
Copyright (Published Version)
2013 Taylor and Francis
Language
English
Status of Item
Peer reviewed
This item is made available under a Creative Commons License
File(s)
No Thumbnail Available
Name
Practising_leadership_Devine.docx
Size
190.56 KB
Format
Microsoft Word
Checksum (MD5)
edd12635ecc3627dd8e011413db52815
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