Feminist Perspectives on Contemporary Educational Leadership

Description

This timely book explores how various feminist perspectives fruitfully explain women’s experience of educational leadership, drawing on a contemporary conceptualisation of fourth wave feminism that is intersectional and inclusive. The book asks which and whose feminist theory is used to explain gender and feminism in educational leadership management and administration (ELMA): the scholar’s, the research participant’s or a combination of both in the co-construction of knowledge from an intersectional feminist perspective. It conceptualizes intersectional and inclusive feminist perspectives on educational leadership, theorizing research through a Black British feminist perspective, a gender and Islamic perspective and a queer theory perspective, depending on the self-identification of participants. It explores digital feminism and men’s pro-feminism. The book identifies feminist leadership praxis as a focus for future research, and explores how leaders can draw on funds of knowledge, identity and cultural wealth and lead and educate diverse populations of students. Highlighting the importance of intersectional feminist perspectives in ELMA, the book will appeal to scholars, researchers and post-graduate students in the fields of inclusive educational leadership and management, gender studies and feminism. Cover Endorsement Page Half Title Series Page Title Page Copyright Page Dedication Table of Contents Series Editor Foreword Acknowledgements Part I: Mapping feminist perspectives in educational leadership, management and administration (ELMA) Chapter 1: Waves of feminism Introduction – A resurgence of interest Feminist theory and waves of feminism Pre-first-wave feminism First-wave feminism Second-wave feminism Third-wave feminism Fourth-wave feminism Global perspectives The research projects Outline of the book Summary References Chapter 2: Feminist theory and educational leadership: A review of selected literature Introduction Five maps and their frames of reference A geographical map A theory map An empirical map A map of feminist leadership praxis A chronological map First-wave feminism and ELMA Second-wave feminism and ELMA Third-wave feminism and ELMA Fourth-wave feminism and ELMA Time lags, synchronicities and leading scholarship Implications for ELMA Summary References Part II: Using feminist theories in ELMA research Chapter 3: Intersectionality and Black British feminism Introduction Intersectionality A Black British feminist perspective Multiple dimensions of headteacher identity practice Diasporic histories Belongingness Self-definition and cultural preservation Educational and professional success – exercising agency Seeking, seizing and creating opportunities to challenge gendered racism/raced sexism Implications for ELMA Summary References Chapter 4: Islam and feminism Introduction Religion and education Islam and feminism Gender, Islam and educational leadership management and administration (ELMA) Three Muslim women headteachers Saeeda Nazia Hasna Gender and Islam in ELMA The permeability of boundaries Multiple critique Complexity and heterogeneity The implications for ELMA Summary References Chapter 5: Queer theory and feminism Introduction The UK context Queer theory and feminism Queer theory and ELMA The #WomenEd research Queer(y)ing or reifying (hetero)normativity? Sexuality Gender Feminism Implications for ELMA Summary References Chapter 6: Applying critical leadership Introduction ‘Race’ and education in the UK Recognising assets Applied critical leadership Funds of knowledge Community cultural wealth Funds of identity Assets-informed critical leadership Nicola’s lesson Saeeda’s leadership praxis Variability – reports, resistance and representation The research process Dominant discourses about education, race and social justice The burden of representation Implications for ELMA Summary References Part III: Gender-related issues in ELMA Chapter 7: Digital feminism Introduction A network for women leaders Digital feminism #WomenEd front-of-stage: Growing a network Lost leaders planning for action Front-of-stage feminists and activists? A male backlash #WomenEd backstage: Responding to the backlash #WomenEd offstage: identifying as activists and feminists (or not) Identifying as activist Speaking up and speaking back Changing practice Moving on Identifying as feminist An improvised movement Backstage to front-of-stage Going backstage, offstage and taking to a different stage: silence and absence Implications for ELMA Summary References Chapter 8: Men and pro-feminism Introduction What’s in a label? Leaders in gender and education The personal The work The political The theoretical Pro-feminism and ELMA Men and #WomenEd Personal Work Political Theoretical A strategic inclusionary alliance Being strategic Being inclusionary An alliance Implications for ELMA Summary References Chapter 9: Femonationalism: The ‘Trojan Horse’ affair Introduction The so-called ‘Trojan Horse’ affair Femonationalism Interest convergence Media accounts Lines of inquiry and a disciplinary mechanism Are girls second-class citizens? Sex and relationships education and pastoral care Staff accounts of sex discrimination Ideological formation The opportunity to say the unspeakable Education and the neoliberal political economy Working with Muslim women and girls in Birmingham schools Building relationships Identity construction Whose views are valued? Racialising sexism and sexualising racism/gendering Islamophobia Men, women and girls Implications for ELMA Summary References Part IV: Next steps for feminist scholars in ELMA Chapter 10: Whose feminist theory? Introduction A fourth-wave feminist perspective on contemporary educational leadership Intersectionality in ELMA Looking through a lens of simultaneity The simultaneity of multidimensional identity practice The simultaneity of identity, institutional, social and postcolonial practices The simultaneity of pain and power The inclusivity of intersectionality Affective temporality as a motivating factor Feminist leadership praxis Implications for ELMA Summary References Index