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This article draws on longitudinal research into the establishment of co‐principalships. It discusses this innovative approach to school management in relation to women’s…
This article draws on longitudinal research into the establishment of co‐principalships. It discusses this innovative approach to school management in relation to women’s negotiations of their motivations, aspirations and strategies for career advancement and work/life balance. Longitudinal case studies of three primary school co‐principal initiatives were carried out between 1995 and 2000. Repeat interviews and observations with co‐principals, board chairpersons and school staff were conducted. Interviews were also undertaken with parents; students; and representatives of state education agencies, national governing boards, principals’ associations and teacher unions, alongside analysis of school and state policy documents. The resulting case study narratives described how each co‐principalship was initiated and either established or dis‐established. A discourse analysis of these narratives then examined how links between discourse, knowledge and power were being negotiated and challenged, as the new subject position of “co‐principal” was being constructed in New Zealand. This article analyses the significance of the similarities and differences in the women’s career backgrounds, motivations and strategies for moving into management positions. As they initiated their co‐principalships, the women variously went “against the grain” and/or co‐opted elements of the new public management corporate executive model for school leadership, which was introduced within the radical state restructuring during the late 1980s and early 90s in New Zealand.
Draws on excerpts from interviews with six women teacher/leaders in Taranaki, New Zealand to explore arguments that in Western cultures men maintain power and control of…
Draws on excerpts from interviews with six women teacher/leaders in Taranaki, New Zealand to explore arguments that in Western cultures men maintain power and control of the sexual division of labour in the home, which is allied to a sexual division of labour at work. Uncovers some of the links between the women’s home and school experiences in their accounts of their negotiations of what have commonly been seen as contradictory subject positions of leader/wife; mother/career woman. Shows from the women’s stories about their personal lives and aspirations, however, that for reasons that were quite complex, some of them were themselves maintaining gendered divisions of labour. Suggests some implications for further research.
The critique of western ethnocentric notions of leadership presented in this paper is informed by debates on issues such as gender and educational leadership that have…
The critique of western ethnocentric notions of leadership presented in this paper is informed by debates on issues such as gender and educational leadership that have produced meta‐narratives that explore and explain women and men's ways of leading. One of the troubling aspects of western leadership theories is the claim that the functions and features of leadership can be transported and legitimated across homogenous educational systems. Despite changes that have been made in definitions and descriptions of educational leadership to provide a focus on gender, there is the implicit assumption that while educational leadership might be practised differently according to gender, there is a failure to consider the values and practices of indigenous educational leaders. Thus, the construct of educational leadership needs to be more broadly theorised in order for knowledge of indigenous ways of leading to emerge.
This paper examines the impact and effects of site‐based management on schools using a framework developed by Canadian researchers, Sackney and Dibski. It draws on…
This paper examines the impact and effects of site‐based management on schools using a framework developed by Canadian researchers, Sackney and Dibski. It draws on research literature from the UK, New Zealand and Australia and includes results from three studies in which the author has been engaged. The Sackney and Dibski framework is used to lay seven “charges” against site‐based management – that site‐based management leads to greater decision‐making flexibility, changes the work role and increases the workload of principals, improves student learning outcomes, increases innovation, increases competition, results in reduced funding and affects the standing of the public education system. The analysis of the literature selected suggests that site‐based management is guilty of some and not of others.
Work, gender and the future Volume 10 Number 2 of the Journal of Ørganizational Change Management includes an article with this title, by 0ystein Gullväg Holter. It contrasts the ideology of “productionism” with the rising importance of people‐oriented work (“reproduction”) and the struggle for equal gender status. Examines economic factors that discriminate against reproduction and women's activities, and explores ways to overcome these barriers to equality.
The purpose of this paper is to report the main themes identified into the Serious Case Review (SCR) produced by Surrey Safeguarding Adults Board (SSAB) regarding the…
The purpose of this paper is to report the main themes identified into the Serious Case Review (SCR) produced by Surrey Safeguarding Adults Board (SSAB) regarding the suicide of Mrs A in January 2013.
A case study approach is used to examine the SCR. The paper links the findings of the SCR with the broader literature, which has examined the experiences of witnesses and complainants in cases of sexual violence.
The report emphasises that support for witnesses in historic sexual assault cases has improved but there are still significant gaps in provision. In particular, the systems need to support witnesses for longer after giving evidence. Mental health services need to be more aware of the potential impact of Court cases on victims of sexual violence. The case also highlights the potentially devastating impact of the media reporting of evidence given by victims in rape cases.
The authors hope that a wider consideration of the circumstances of this case will lead to a greater focus on the needs of victims in cases of historic rape and other sexual assault cases. The SCR highlights that the provision of support for women giving evidence in sexual abuse cases is patchy. Such cases raise very serious ethical issues including the question of how to use the special measures that exist to support vulnerable or intimidated witnesses.
The paper brings together a number of themes in the wider literature and links them to current practice. It also uses a case study approach to exploring the implications for women, in cases of historical sexual abuse, of giving evidence in Court proceedings.
Life studies are a rich source for further research on the role of the Afro‐American woman in society. They are especially useful to gain a better understanding of the Afro‐American experience and to show the joys, sorrows, needs, and ideals of the Afro‐American woman as she struggles from day to day.