NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1025946
Record Type: Journal
Publication Date: 2014
Pages: 13
Abstractor: As Provided
Reference Count: 71
ISBN: N/A
ISSN: ISSN-0159-6306
The Implicated Advocate: The Discursive Construction of the Democratic Practices of School Principals in the USA
Carpenter, Bradley W.; Brewer, Curtis
Discourse: Studies in the Cultural Politics of Education, v35 n2 p294-306 2014
Changes in the public service sector during the last stages of the twentieth century contributed to an international reconfiguration of state-centric governance. Supported by the discourses of individualism, marketization, national governance, and competition, this (re)shaping of governance presents a specific dilemma for the political identity of educational leaders. In response to the troubling lack of international scholarship focused on the political role of educational leaders, this article provides insight into the ways in which the political identity of school leaders within the USA is influenced by dominant discourses. The understandings highlight the ways in which educational leaders are expected to realize their roles as resolute implementers of state policy, while also being directed to act as deliberative advocates within the jurisdiction of educational policy making. We believe that these competing discourses have altered the identity of educational leaders into what we have labeled as the "implicated advocate". The purpose of this article is to provide the field of the politics of educational with a concept that may expose the double bind that is experienced by the educational leaders.
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 - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A