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ERIC Number: EJ1011170
Record Type: Journal
Publication Date: 2013
Pages: 11
Abstractor: ERIC
Reference Count: 48
ISBN: N/A
ISSN: ISSN-1360-3124
Where Have the Disruptions Gone? Educational Administration's Theoretical Capacity for Analysing or Fomenting Disruption
Samier, Eugenie A.
International Journal of Leadership in Education, v16 n2 p234-244 2013
Within this essay and the author's reflections on the articles in this special issue, the question considered is: where have all the disruptions gone? On a fundamental level, educational leadership should have something to contribute, since it holds in trust the very educational systems that go a long way to producing the human condition, and ultimately a covenant with humankind. Educational leadership is not just a bystander or witness, but is already inextricably woven into the fabric of global forces and politics. It has a moral responsibility both to promote disruptions for the universal common good (a conception in modern form that goes back to Kant's essay, "Perpetual Peace: A Philosophical Sketch," 1991), and to resist and undermine disruptions that work against it. However, does educational administration have the theoretical and critical wherewithal to produce disruptive scholarship, as the editors have posed as the main question for this special issue? This essay looks at the requirements for such a theory and the contributions of the articles in this issue, both individually and collectively, in laying a foundation.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Opinion Papers; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A