Using sociolinguistic methods and ethnography, looks at the continuous and in process relationship between everyday talk and school leadership. Through close discourse analysis of three distinct situations, demonstrates how administrative talk shapes and is shaped by a school’s contexts, creating constant possibilities for educational leaders. Discusses implications for understanding how and why moral leadership is tenuous and problematic using Dewey’s notion of mortality as the nurturing of educational ideas: that is, in practice, moral leadership is not always reflexive or progressive.
Bogotch, I. and Roy, C. (1997), "The contexts of partial truths: an analysis of principal’s discourse", Journal of Educational Administration, Vol. 35 No. 3, pp. 234-252. https://doi.org/10.1108/09578239710170137Download as .RIS
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