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ERIC Number: ED406751
Record Type: Non-Journal
Publication Date: 1997-Mar
Pages: 24
Abstractor: N/A
Reference Count: N/A
Resistance, Agreement and Appropriation: Practising Feminist Educational Leadership in a 'New Right' Context.
Strachan, Jane
Literature on educational policies of the "New Right" suggests that within a neoliberal context, school principals become institutional managers rather than educational leaders. The practice of feminist educational leadership, which works for improved social justice and equity for staff and students, is committed to empowering coworkers, and seeks to establish a caring school community, appears to be antithetical to the context of the New Right. This paper presents findings of a study that examined the feminist educational leadership practices of three women who were principals of coeducational secondary schools in New Zealand. Data were gathered through interviews with staff and 13 secondary-school principals (who identified themselves as feminists), an indepth study of 3 of those principals, observation, and document analysis. The paper describes how the increase in financial, accountability, and marketing responsibilities affected the principals' ability to implement their feminist leadership agendas. The paper describes ways in which the principals shared power despite the New Right managerial leadership ethos and how they responded to the managerial ethos through strategies of resistance, agreement, and appropriation. Finally, personal value systems and school context also affected how the principals carried out their feminist partnerships. (Contains 42 references.) (LMI)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand