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999 _c98286
_d98286
001 978-981-10-6568-2
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007 cr nn 008mamaa
008 170929s2018 si | s |||| 0|eng d
020 _a9789811065682
024 7 _a10.1007/978-981-10-6568-2
_2doi
040 _cМУБИС
050 4 _aLB2801-3095
072 7 _aJNK
_2bicssc
072 7 _aEDU001000
_2bisacsh
072 7 _aJNK
_2thema
082 0 4 _a371.2
_223
100 1 _aEacott, Scott.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
245 1 0 _aBeyond Leadership
_h[electronic resource] :
_bA Relational Approach to Organizational Theory in Education /
_cby Scott Eacott.
264 1 _aSingapore :
_bSpringer Singapore :
_bImprint: Springer,
_c2018.
300 _aXVI, 278 p. 4 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aEducational Leadership Theory,
_x2510-1781
505 0 _aPart I: The relational turn in contemporary thought and analysis -- 1 From "leading" to "organizing" -- 2 The relational turn in the social sciences -- 3 Towards relations in educational administration theory -- Part II: The relational extensions -- 4 Embedded and embodied auctors -- 5 Beyond "leadership" -- 6 The matter of context -- 7 Overcoming analytical dualisms -- 8 Productive thinking -- Part III: Dialogue and debate -- 9 Advancing the intellectual development of the field -- 10 Relational leadership: New thinking or established ideas in "new clothes" -- 11 Relational goods, democracy, and the paradox of epistemic Privilege -- 12 Educational administration and the relational approach: Can we suffice contextual-based knowledge production -- 13 Productive conversations from a feminist perspective -- 14 Thinking relationally about the school leader -- 15 Engaging with educational leadership relationally -- Part IV: Moving forward -- 16 Responding to commentaries -- 17 Advancing the relational program.
520 _aThis book systematically elaborates Scott Eacott’s “relational” approach to organizational theory in education. Contributing to the relational trend in the social sciences, it first surveys relational scholarship across disciplines before providing a nuanced articulation of the relational research program and key concepts such as organizing activity, auctors, and spatio-temporal conditions. It also includes critical commentaries on the program from key figures such as Tony Bush, Megan Crawford, Fenwick English, Helen Gunter, Izhar Oplatka, Augusto Riveros, and Dawn Wallin. As such, the text models an approach to, or social epistemology for building knowledge claims in relation rather than through parallel monologues. Eacott’s relational approach provides a distinctive, post-Bourdieusian variant of the relational sociological project. Shifting the focus of inquiry from entities (e.g., leaders, organizations) to organizing activity and recognizing how auctors generate – simultaneously emerging from and constitutive of – spatio-temporal conditions unsettles the orthodoxy of organizational theory in educational administration and leadership. By presenting its claims in the context of other approaches, the book stimulates intellectual debate among both relational sociologists and opponents of relational approaches. Beyond Leadership provides significant insights into the organizing of education. As it does not fit neatly into any one field, but instead blends educational administration and leadership, organizational studies, and relational sociology, among others, it charts new territory and promotes important dialogue and debate.
650 0 _aEducation
_xPhilosophy.
650 1 4 _aAdministration, Organization and Leadership.
_0http://scigraph.springernature.com/things/product-market-codes/O17000
650 2 4 _aEducational Policy and Politics.
_0http://scigraph.springernature.com/things/product-market-codes/O19000
650 2 4 _aSociology of Education.
_0http://scigraph.springernature.com/things/product-market-codes/O29000
650 2 4 _aEducational Philosophy.
_0http://scigraph.springernature.com/things/product-market-codes/O38000
710 2 _aSpringerLink (Online service)
776 0 8 _iPrinted edition:
_z9789811065675
776 0 8 _iPrinted edition:
_z9789811065699
776 0 8 _iPrinted edition:
_z9789811349041
830 0 _aEducational Leadership Theory,
_x2510-1781
856 4 0 _uhttps://doi.org/10.1007/978-981-10-6568-2
_yElectronic version-Цахим хувилбар
942 _2ddc
_cEBOOK