Practising leadership in newly multi-ethnic schools: tensions in the field?

Files in This Item:
File Description SizeFormat 
Practising_leadership_Devine.docx190.56 kBMicrosoft WordDownload
Title: Practising leadership in newly multi-ethnic schools: tensions in the field?
Authors: Devine, Dympna
Permanent link:
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: LeadershipMigrantHabitusFieldEthosIrelandInequalitiesManagementAttainmentEducationPolitics
DOI: 10.1080/01425692.2012.722273
Language: en
Status of Item: Peer reviewed
Appears in Collections:Education Research Collection

Show full item record

Citations 20

Last Week
Last month
checked on Feb 11, 2019

Google ScholarTM



This item is available under the Attribution-NonCommercial-NoDerivs 3.0 Ireland. No item may be reproduced for commercial purposes. For other possible restrictions on use please refer to the publisher's URL where this is made available, or to notes contained in the item itself. Other terms may apply.