NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1023815
Record Type: Journal
Publication Date: 2013
Pages: 13
Abstractor: As Provided
Reference Count: 39
ISBN: N/A
ISSN: ISSN-0957-5146
Reframing Leadership as a Participative Pedagogy: The Working Theories of Early Years Professionals
Murray, Janet; Clark, Rory McDowall
Early Years: An International Journal of Research and Development, v33 n3 p289-301 2013
Traditional notions of leadership are at odds with the pedagogy and ethos of Early Childhood Education and Care (ECEC), prompting increasing international concern to develop new understandings which are better suited and create greater leadership capacity. The introduction of the Early Years Professional (EYP) in England, as a leader of practice without association with an organisational position, gave impetus to the idea of pedagogic leadership. This paper draws on two qualitative studies to examine the working theories of EYPs in leading practice to discover how they interpret and apply their professional purpose. An interpretive approach was adopted to develop patterns of meaning from practitioner stories which show an emerging notion of leadership founded on "passionate care" to improve the education and well-being of young children. Such leadership can be exercised regardless of positional role as it does not operate through authority but from moral purpose and it seeks to release agency for change with others by building trusting relationships. This provides scope to reconceptualise leadership in ECEC as a participative pedagogy which could generate greater leadership capital if embedded into professional development.
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; Reports - Research
Education Level: Higher Education; Postsecondary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)