ERIC Number: EJ1135114
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Whatever It Takes! Using a Component Theory Approach with Public Secondary School Principals "Doing Schooling Differently"
Bills, Andrew; Giles, David; Rogers, Bev
School Leadership & Management, v37 n1-2 p188-211 2017
Purpose: The research seeks to capture the "special character" of schools as seen through the eyes of the Principal and to introduce alternative understandings of ideological praxis' to challenge and unsettle the dominant ideology and logics of secondary schooling with consequent school design implications in South Australia. Design/Methodology/Approach: Using an ideological framework based, the research focussed on the common shared understandings across each school pertaining to each ideology. Data were gathered through semi-structured interviews and analysed through interpretive and hermeneutic processes. Findings: The findings show the tensions, subtleties and nuances of two dominant and competing ideologies: a dominant discourse of individual schooling purpose for student mobility and economic productivity and an emerging public purposes ideology of education for good citizenship, sustainable futures and the public good. The dominant neoliberal public policy ideology and the associated historical design logics of conventional schooling is challenged and reconstituted by the experience, expertise, courage, determination and moral purpose of the principals in this research. Originality/Value: This article opens specific ideological understandings held by the Principals that have moved all of the schools towards pedagogical excellence and a repurposing of their organisations for the students' sake.
Descriptors: Foreign Countries, Componential Analysis, Public Schools, Secondary Schools, Principals, Ideology, Praxis, Semi Structured Interviews, Data Analysis, Hermeneutics, Discourse Analysis, Neoliberalism, Case Studies, Organizational Culture, Institutional Characteristics, Educational Objectives, Instructional Design, Educational Practices
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A