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Table of Contents
Table of contents; preface; acknowledgements; chapter one:educational administration relationally; introduction; outlining the argument; towards a relational research programme; more than an australian story; the structure of the book; notes; references; chapter two:problematising the intellectual gaze; introduction; some preliminaries; embodied agents; the pre-scientific world and the break; epistemological vigilance; conclusion; notes; references; chapter three:the (im)possibility of 'leadership'; introduction; the problematic; the realness of 'leadership'
'Leadership' and its relation to time and spacethe possibility of 'leadership'; notes; references; chapter four:recasting administrative labour; introduction; the policy topography; policy and its relations; the recasting of educational administration; conclusion; notes; references; chapter five:studying administration relationally; introduction; the question of measurement; crafting an intellectual bridge; theoretical resources; thinking through the empirical; theorising administration relationally; against, or beyond, traditions; conclusion; notes; references
Chapter six:rethinking school leadershipintroduction; dinham's aesop; gurr, drysdale and colleagues' isspp; notes; references; chapter seven:the principalship, autonomy and after; introduction; recasting administrative labour; the centrality of temporality; the (im)possibility of 'the local'; the imposition of 'quality'; conclusion; notes; references; chapter eight:for a relational programme; introduction; the proliferation of adjectival leadership; the myth of universal leadership; a degree of rigour to scholarship; non prescriptive in its approach; sees theory as methodology
For a relational approachreferences; chapter nine:some conclusions; too soon; references; author index; subject index
'Leadership' and its relation to time and spacethe possibility of 'leadership'; notes; references; chapter four:recasting administrative labour; introduction; the policy topography; policy and its relations; the recasting of educational administration; conclusion; notes; references; chapter five:studying administration relationally; introduction; the question of measurement; crafting an intellectual bridge; theoretical resources; thinking through the empirical; theorising administration relationally; against, or beyond, traditions; conclusion; notes; references
Chapter six:rethinking school leadershipintroduction; dinham's aesop; gurr, drysdale and colleagues' isspp; notes; references; chapter seven:the principalship, autonomy and after; introduction; recasting administrative labour; the centrality of temporality; the (im)possibility of 'the local'; the imposition of 'quality'; conclusion; notes; references; chapter eight:for a relational programme; introduction; the proliferation of adjectival leadership; the myth of universal leadership; a degree of rigour to scholarship; non prescriptive in its approach; sees theory as methodology
For a relational approachreferences; chapter nine:some conclusions; too soon; references; author index; subject index