Stevenson, Howard (2012) Teacher leadership as intellectual leadership: creating spaces for alternative voices in the English school system. Professional Development in Education, 38 (2). pp. 345-360. ISSN 1941-5257
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Official URL: http://dx.doi.org/10.1080/19415257.2012.657880
Teacher leadership has become an area of significant interest in research and policy terms in recent years. However, as a form of leadership it remains orthodox and conservative, rooted in largely traditional managerialist hierarchies, and disconnected from a critique of the wider policy imperatives that shape the contexts in which leadership is constructed. This article reports on an evaluation study of the work of Union Learning Representatives in a major teaching union in England and suggests that their role offers a new and more fruitful way of considering teacher leadership. Such leadership needs to be genuinely democratic and focused on cohering a professional voice amongst teachers. It is not a leadership concerned with providing ‘vision’, but one rooted in a dialogic and critical process, from which genuinely transformatory possibilities emerge.
|Subjects:||X Education > X990 Education not elsewhere classified|
|Divisions:||College of Social Science > Centre for Educational Research & Development (CERD)|
|Deposited By:||Howard Stevenson|
|Deposited On:||09 May 2012 13:25|
|Last Modified:||13 Jun 2013 12:29|
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