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Table of Contents
Intro
Preface: Critical Education Policy and Leadership Studies - The Intellectual Contributions of Helen M. Gunter
Contents
Contributors
Chapter 1: With Helen Gunter: Through Double-Glazed Glass Ceilings
1.1 Introduction
1.2 A Portrait in Context
1.2.1 Our Mutual History
1.2.2 A Life and Career Based Model
1.2.3 How the Information Was Collected
1.3 The Making of a Leading Scholar
1.4 Becoming a Leading Scholar
1.5 Summary and Conclusions
References
Chapter 2: Honour Through Collegiality: The Intellectual Legacy of Helen's Collaborations with Students
2.1 Introduction
2.2 Honour Through Collegiality
2.3 The Crisis in Education
2.4 Researching Dark Times in Education: Hughes
2.5 Researching Dark Times in Education: Rayner
2.6 Reflections from Belinda C. Hughes
2.7 Reflections from Stephen M. Rayner
2.8 Truth Telling
References
Chapter 3: What Do You Know? Knowledge Production in Educational Leadership
3.1 Introduction
3.2 Taking a Critical Lens to Policy
3.3 PhD Experiences
3.4 Knowledge Claims and Knowers
3.5 Epistemic Groups
3.6 Regimes of Practice
3.7 Academic Identity
3.8 What Do You Know?
3.9 Concluding Thoughts
References
Chapter 4: Wishful Science and Problems of Perception: Genetics in the Service of Entrenched Privilege
4.1 Introduction
4.2 Eugenics and Education
4.3 Wishful Science
4.4 The Co-production of Genetics and Society
4.5 Thinking About What We Are Doing in Education
References
Chapter 5: A Reflection on Doctoral Supervision as the Co-production of Differential Space
5.1 Introduction: History, Biography and Supervision
5.2 Supervision as the Co-production of Differential Pedagogical Space
5.3 Conclusion
References
Chapter 6: Critical Engagement and Commitment to the Field of Educational Leadership
6.1 Introduction
6.2 Theorising Educational Leadership within a Norwegian Context
6.3 Situating Educational Leadership within the Broader Political Environments
6.4 Defending Education as Public Good in Times of Crisis
6.5 A Public Intellectual and an Academic Role Model
References
Chapter 7: Intellectual Histories, Power and Activism. Understanding and Modeling Plurality within Educational Life in the Works of Helen M. Gunter
7.1 Introduction
7.2 Doing Intellectual Histories and the Problem of Knowledge Production
7.3 Power, Action and the Creation of Political Spaces
7.4 Activism and the Turning of our Educational Present into a Matter of Public and Political Concern
7.5 Conclusion
References
Chapter 8: Developing Critical Approaches to Educational Leadership
8.1 Introduction
8.2 Critical Educational Leadership and Policy
Preface: Critical Education Policy and Leadership Studies - The Intellectual Contributions of Helen M. Gunter
Contents
Contributors
Chapter 1: With Helen Gunter: Through Double-Glazed Glass Ceilings
1.1 Introduction
1.2 A Portrait in Context
1.2.1 Our Mutual History
1.2.2 A Life and Career Based Model
1.2.3 How the Information Was Collected
1.3 The Making of a Leading Scholar
1.4 Becoming a Leading Scholar
1.5 Summary and Conclusions
References
Chapter 2: Honour Through Collegiality: The Intellectual Legacy of Helen's Collaborations with Students
2.1 Introduction
2.2 Honour Through Collegiality
2.3 The Crisis in Education
2.4 Researching Dark Times in Education: Hughes
2.5 Researching Dark Times in Education: Rayner
2.6 Reflections from Belinda C. Hughes
2.7 Reflections from Stephen M. Rayner
2.8 Truth Telling
References
Chapter 3: What Do You Know? Knowledge Production in Educational Leadership
3.1 Introduction
3.2 Taking a Critical Lens to Policy
3.3 PhD Experiences
3.4 Knowledge Claims and Knowers
3.5 Epistemic Groups
3.6 Regimes of Practice
3.7 Academic Identity
3.8 What Do You Know?
3.9 Concluding Thoughts
References
Chapter 4: Wishful Science and Problems of Perception: Genetics in the Service of Entrenched Privilege
4.1 Introduction
4.2 Eugenics and Education
4.3 Wishful Science
4.4 The Co-production of Genetics and Society
4.5 Thinking About What We Are Doing in Education
References
Chapter 5: A Reflection on Doctoral Supervision as the Co-production of Differential Space
5.1 Introduction: History, Biography and Supervision
5.2 Supervision as the Co-production of Differential Pedagogical Space
5.3 Conclusion
References
Chapter 6: Critical Engagement and Commitment to the Field of Educational Leadership
6.1 Introduction
6.2 Theorising Educational Leadership within a Norwegian Context
6.3 Situating Educational Leadership within the Broader Political Environments
6.4 Defending Education as Public Good in Times of Crisis
6.5 A Public Intellectual and an Academic Role Model
References
Chapter 7: Intellectual Histories, Power and Activism. Understanding and Modeling Plurality within Educational Life in the Works of Helen M. Gunter
7.1 Introduction
7.2 Doing Intellectual Histories and the Problem of Knowledge Production
7.3 Power, Action and the Creation of Political Spaces
7.4 Activism and the Turning of our Educational Present into a Matter of Public and Political Concern
7.5 Conclusion
References
Chapter 8: Developing Critical Approaches to Educational Leadership
8.1 Introduction
8.2 Critical Educational Leadership and Policy