Practising leadership in newly multi-ethnic schools: tensions in the field?
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|Title:||Practising leadership in newly multi-ethnic schools: tensions in the field?||Authors:||Devine, Dympna||Permanent link:||http://hdl.handle.net/10197/6403||Date:||2013||Online since:||2015-03-02T10:31:02Z||Abstract:||This paper explores the leadership practices of three principals following a period of intensive immigration in Ireland. Drawing on the work of Bourdieu, it conceptualises schools as structured social spaces and of their leadership work as a form of practising. This practising is an outcome of the intersection between deeply embedded subjectivities operating in diverse fields of action that shape, constrain and transform each principal’s practices. Presenting an analytical model that highlights the circular and capillary-like dimension to such practising, the paper explores how principals’ recognition of immigrant children (their recognitive practices) as well as investment in supporting their learning (distributive practices) are shaped by the logics of practice across different fields, as well as by their own evolving habitus and struggle to be authentic in a period of rapid social change. Practising effective leadership in newly multi-ethnic schools must be conceived as layered and multiple but must be underpinned by an ethic of justice, if the minoritised status of 'ethnic' others is to be challenged and overcome.||Type of material:||Journal Article||Publisher:||Taylor and Francis||Journal:||British Journal of Sociology of Education||Volume:||34||Issue:||3||Start page:||392||End page:||411||Copyright (published version):||2013 Taylor and Francis||Keywords:||Leadership; Migrant; Habitus; Field; Ethos; Ireland; Inequalities; Management; Attainment; Education; Politics||DOI:||10.1080/01425692.2012.722273||Language:||en||Status of Item:||Peer reviewed|
|Appears in Collections:||Education Research Collection|
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