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ERIC Number: EJ877173
Record Type: Journal
Publication Date: 2010-Feb
Pages: 16
Abstractor: As Provided
Reference Count: 83
ISBN: N/A
ISSN: ISSN-1750-8487
Headteacher Autonomy: A Sketch of a Bourdieuian Field Analysis of Position and Practice
Thomson, Pat
Critical Studies in Education, v51 n1 p5-20 Feb 2010
Bourdieu argued that his research was biographical: he sought to reflexively understand the social production of many of his life experiences without resorting to the illusion that they were unique, a-historical and transparent. To this end he systematically developed and applied a methodological toolkit, built around the concepts of field, capitals and habitus. Following Bourdieu's argument about the social-personal, I seek in this paper to focus in on the position of the headteacher. I argue that post-WW2, headteachers in England and Australia have pushed for more and more freedom and autonomy arguing "I/we know what's best for my/our school. They [local authority, central office, politicians and policymakers] don't. If only they would give me/us the resources, stop interfering and leave me/us alone, we could just get on with it." Mobilising Bourdieu, I sketch an argument that the quest for freedom is (re)produced as a disposition necessary for headteacher/principal practice in a de- and re-centralising schooling field. I offer this as a possible agenda for further research. (Contains 1 note.)
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: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia; United Kingdom (England)
Identifiers - Laws, Policies, & Programs: Education Act 1944 (England)