NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ811423
Record Type: Journal
Publication Date: 2008-Jan
Pages: 22
Abstractor: As Provided
Reference Count: 87
ISBN: N/A
ISSN: ISSN-1360-3124
The Contradictions of High-Stakes Accountability "Success": A Case Study of Focused Leadership and Performance Agency
Black, William R.
International Journal of Leadership in Education, v11 n1 p1-22 Jan 2008
This article seeks to advance the discussion of the availability of contemporary notions of school leadership for school leaders working within high-stakes accountability reform environment that produce discourses of urgency and legitimize practices of performance that implicitly favour centralized, neo-Tayloristic managerial approaches. Drawing from ethnographic fieldwork in a school community largely populated by Latino and immigrant youth, I portray a school replete with discourses of urgency and practices of performance which emphasize control and tight coupling. I suggest that an anti-pluralistic, assimilationist and subtractive stance towards the schools' bilingual education programme implicitly gained credence and undercut the school community's commitment to a culture and language as an asset orientation. In this context the school leadership and community felt constrained in their earnest commitment to democratic and pluralistic notions of school leadership. As such, this article provides a case on which to map and theorize how tightly coupled administration and control orientations of leadership flourish in a performance-oriented context. (Contains 7 notes.)
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 - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A