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  • Leadership is not a dirty word : exploring and embracing leadership in ECEC
  • Ágúst 2013
  • Útdráttur er á ensku

    Leadership continues to be an energetically debated and contentious
    concept. In many contexts it elicits heated and robust discussion and illustrates a
    degree of disenchantment with the enactment of leadership by corporate moguls,
    politicians and others in positions of leadership responsibility (Wheatley, M. 2005.
    Finding Our Way: Leadership for Uncertain Times. San Francisco: Berrett-Koehler
    Inc; Sinclair, A. 2007. Leadership for the Disillusioned: Moving Beyond Myths and
    Heroes to Leading that Liberates. Sydney: Allen and Unwin; Preskill, S., and
    D. Brookfield. 2009. Learning as a Way of Leading: Lessons from the Struggle for
    Social Justice. San Francisco: John Wiley & Sons). This was clearly illustrated in
    the 2008 Icelandic economic context where the community was turned upside down
    due to adventurous ‘entrepreneurs’, who, within a defective surveillance system,
    caused the collapse of the bank and financial system. In contrast leadership in the
    field of early childhood education could be expected to reflect aspects connected to
    the stereotypically feminine leadership style and demonstrate a collaborative or team
    approach, participation and power sharing (Shakeshaft, C. 1989. Women in
    Educational Administration. Newbury Park, CA: SAGE; Strachan, J. 1993.
    “Including the Personal and the Professional: Researching Women in Educational
    Leadership.” Gender and Education 5 (1): 71–80). However, this article explores
    two studies of leadership in the field of early childhood education and care (ECEC),
    one conducted in Iceland and the other in Australia and findings illustrate aspects
    such as micro-politics and horizontal violence which emerge as powerful influences
    on leadership aspirations and enactment.

Birtist í: 
  • European Early Childhood Education Research Journal
  • 1752-1807
  • 12.8.2014

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