Research Article
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Year 2019, , 1 - 14, 15.07.2019
https://doi.org/10.30828/real/2019.1.1

Abstract

References

  • Blackmore, J. (2010). Disrupting notions of leadership from feminist post-colonial positions. International Journal of Leadership in Education, 13(1), 1-6. doi:https://doi.org/10.1080/13603120903242949 Branson, C. M., Marra, M., Franken, M., & Penney, D. (2018). Leadership in higher educationfrom a transrelational perspective. London: Bloomsbury Academic. Bush, T. (2017). The rise and rise of leadership. In G. Lakomski, S. Eacott, & C. W. Evers (Eds.), Questioning leadership: new directions for educational organizations (pp. 58-69). London: Routledge. Bush, T. (2018). Relational leadership: New thinking or established ideas in "new clothes". In S. Eacott (Ed.), Beyond leadership: A relational approach to organizational theory in education. Dordrecht, the Netherlands: Springer. Crawford, M. (2016). How can both scholars and school leaders engage with educational leadership from a relational perspective? Journal of Educational Administration and Foundations, 25(2), 53-59. Donati, P. (2011). Relational sociology: A new paradigm for the social sciences. London: Routledge. Donmoyer, R. (2001). Evers and Lakomski's search for leadership's holy grail (and the intriguing ideas they encountered along the way) Journal of Educational Administration, 39(6), 554-572. doi:https://doi.org/10.1108/EUM0000000006053 Eacott, S. (2015). Educational leadership relationally: A theory and methodology for educational leadership, management and administration. Rotterdam, The Netherlands: Sense Publishers. Eacott, S. (2017). A social epistemology for educational administration and leadership. Journal of Educational Administration and History, 49(3), 196-214. doi:10.1080/00220620.2017.1315380 Eacott, S. (2018). Beyond leadership: a relational approach to organizational theory in education. Singapore: Springer. English, F. W. (2018). Relational goods, democracy, and the paradox of epistemic privilege. In S. Eacott (Ed.), Beyond leadership: A relational approach to organizational theory in education. Dordrecht, the Netherlands: Springer. Evers, C. W., & Lakomski, G. (1991). Knowing educational administration: Contemporary methodological controversies in educational research. London: Pergamon Press. Evers, C. W., & Lakomski, G. (1996). Exploring educational administration. Oxford: Elsevier. Evers, C. W., & Lakomski, G. (2000). Doing educational administration. Oxford: Elsevier. Giles, D. L. (2019). Relational leadership in education. London: Routledge. Greenfield, T. B., & Ribbins, P. (Eds.). (1993). Greenfield on educational administration: towards a humane science. London: Routledge. Gunter, H. M. (2018). Advancing the intellectual development of the field. In S. Eacott (Ed.), Beyond leadership: A relational approach to organizational theory in education. Dordrecht, the Netherlands: Springer. Kim, T. (2018). Beyond leadership: a relational approach to organizational theory in education. Journal of Educational Administration and History, 1-2. doi:10.1080/00220620.2018.1507431 Mombourquette, C., & Sproule, L. (2019). Beyond leadership - a relational approach to organizational theory in education. Canadian Journal of Educational Administration and Policy, 188, 108-111. doi:https://journalhosting.ucalgary.ca/index.php/cjeap/article/ view/56899/51908 Niesche, R. (2018). Critical perspectives in educational leadership: a new ‘theory turn’? Journal of Educational Administration and History, 50(3), 145-158. doi:10.1080/00220620.2017.1395600 Oplatka, I. (2016). Educational administration and the relational approach: Can we suffice contextual-based knowledge production? Journal of Educational Administration and Foundations, 25(2), 41-52. Palmero, J. (2018). Beyond leadership - a relational approach to organizational theory in education Journal of Organizations and Educational Leadership, 4(2), 3. doi:https://digitalcommons.gardner-webb.edu/joel/vol4/iss2/3 Riveros, A. (2016). Thinking relationally about the "school leader". Journal of Educational Administration and Foundations, 25(2), 1524. Thrupp, M., & Willmott, R. (2003). Educational management in managerialist times: Beyond the textual apologists. Buckingham, UK: Open University Press. Wallin, D. (2016). Productive conversations from a feminist perspective. Journal of Educational Administration and Foundations, 25(2), 25-40.

The Problems and Possibilities of the Relational Approach: An Introduction to the Special Issue

Year 2019, , 1 - 14, 15.07.2019
https://doi.org/10.30828/real/2019.1.1

Abstract

This Special Issue Editor’s introduction provides an overview of the rationale for the Issue and a summary of the papers. Importantly, it does two things: first, it locates the work in the field and in particular the absence of sustained dialogue and debate – or more specifically the logic of academic work (argument and refutation) – concerning theoretical research programs; and second, it demonstrates how journals (or other scholarly outlets/forums) can facilitate a social epistemology. In doing so, the introduction (and the Special Issue at large) identify an issue of timely relevance and provides a generative alternative that works towards overcoming (not necessarily resolving) the issue

References

  • Blackmore, J. (2010). Disrupting notions of leadership from feminist post-colonial positions. International Journal of Leadership in Education, 13(1), 1-6. doi:https://doi.org/10.1080/13603120903242949 Branson, C. M., Marra, M., Franken, M., & Penney, D. (2018). Leadership in higher educationfrom a transrelational perspective. London: Bloomsbury Academic. Bush, T. (2017). The rise and rise of leadership. In G. Lakomski, S. Eacott, & C. W. Evers (Eds.), Questioning leadership: new directions for educational organizations (pp. 58-69). London: Routledge. Bush, T. (2018). Relational leadership: New thinking or established ideas in "new clothes". In S. Eacott (Ed.), Beyond leadership: A relational approach to organizational theory in education. Dordrecht, the Netherlands: Springer. Crawford, M. (2016). How can both scholars and school leaders engage with educational leadership from a relational perspective? Journal of Educational Administration and Foundations, 25(2), 53-59. Donati, P. (2011). Relational sociology: A new paradigm for the social sciences. London: Routledge. Donmoyer, R. (2001). Evers and Lakomski's search for leadership's holy grail (and the intriguing ideas they encountered along the way) Journal of Educational Administration, 39(6), 554-572. doi:https://doi.org/10.1108/EUM0000000006053 Eacott, S. (2015). Educational leadership relationally: A theory and methodology for educational leadership, management and administration. Rotterdam, The Netherlands: Sense Publishers. Eacott, S. (2017). A social epistemology for educational administration and leadership. Journal of Educational Administration and History, 49(3), 196-214. doi:10.1080/00220620.2017.1315380 Eacott, S. (2018). Beyond leadership: a relational approach to organizational theory in education. Singapore: Springer. English, F. W. (2018). Relational goods, democracy, and the paradox of epistemic privilege. In S. Eacott (Ed.), Beyond leadership: A relational approach to organizational theory in education. Dordrecht, the Netherlands: Springer. Evers, C. W., & Lakomski, G. (1991). Knowing educational administration: Contemporary methodological controversies in educational research. London: Pergamon Press. Evers, C. W., & Lakomski, G. (1996). Exploring educational administration. Oxford: Elsevier. Evers, C. W., & Lakomski, G. (2000). Doing educational administration. Oxford: Elsevier. Giles, D. L. (2019). Relational leadership in education. London: Routledge. Greenfield, T. B., & Ribbins, P. (Eds.). (1993). Greenfield on educational administration: towards a humane science. London: Routledge. Gunter, H. M. (2018). Advancing the intellectual development of the field. In S. Eacott (Ed.), Beyond leadership: A relational approach to organizational theory in education. Dordrecht, the Netherlands: Springer. Kim, T. (2018). Beyond leadership: a relational approach to organizational theory in education. Journal of Educational Administration and History, 1-2. doi:10.1080/00220620.2018.1507431 Mombourquette, C., & Sproule, L. (2019). Beyond leadership - a relational approach to organizational theory in education. Canadian Journal of Educational Administration and Policy, 188, 108-111. doi:https://journalhosting.ucalgary.ca/index.php/cjeap/article/ view/56899/51908 Niesche, R. (2018). Critical perspectives in educational leadership: a new ‘theory turn’? Journal of Educational Administration and History, 50(3), 145-158. doi:10.1080/00220620.2017.1395600 Oplatka, I. (2016). Educational administration and the relational approach: Can we suffice contextual-based knowledge production? Journal of Educational Administration and Foundations, 25(2), 41-52. Palmero, J. (2018). Beyond leadership - a relational approach to organizational theory in education Journal of Organizations and Educational Leadership, 4(2), 3. doi:https://digitalcommons.gardner-webb.edu/joel/vol4/iss2/3 Riveros, A. (2016). Thinking relationally about the "school leader". Journal of Educational Administration and Foundations, 25(2), 1524. Thrupp, M., & Willmott, R. (2003). Educational management in managerialist times: Beyond the textual apologists. Buckingham, UK: Open University Press. Wallin, D. (2016). Productive conversations from a feminist perspective. Journal of Educational Administration and Foundations, 25(2), 25-40.
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Details

Primary Language English
Journal Section Articles
Authors

Scott Eacott

Publication Date July 15, 2019
Published in Issue Year 2019

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APA Eacott, S. (2019). The Problems and Possibilities of the Relational Approach: An Introduction to the Special Issue. Research in Educational Administration and Leadership, 4(1), 1-14. https://doi.org/10.30828/real/2019.1.1
AMA Eacott S. The Problems and Possibilities of the Relational Approach: An Introduction to the Special Issue. REAL. July 2019;4(1):1-14. doi:10.30828/real/2019.1.1
Chicago Eacott, Scott. “The Problems and Possibilities of the Relational Approach: An Introduction to the Special Issue”. Research in Educational Administration and Leadership 4, no. 1 (July 2019): 1-14. https://doi.org/10.30828/real/2019.1.1.
EndNote Eacott S (July 1, 2019) The Problems and Possibilities of the Relational Approach: An Introduction to the Special Issue. Research in Educational Administration and Leadership 4 1 1–14.
IEEE S. Eacott, “The Problems and Possibilities of the Relational Approach: An Introduction to the Special Issue”, REAL, vol. 4, no. 1, pp. 1–14, 2019, doi: 10.30828/real/2019.1.1.
ISNAD Eacott, Scott. “The Problems and Possibilities of the Relational Approach: An Introduction to the Special Issue”. Research in Educational Administration and Leadership 4/1 (July 2019), 1-14. https://doi.org/10.30828/real/2019.1.1.
JAMA Eacott S. The Problems and Possibilities of the Relational Approach: An Introduction to the Special Issue. REAL. 2019;4:1–14.
MLA Eacott, Scott. “The Problems and Possibilities of the Relational Approach: An Introduction to the Special Issue”. Research in Educational Administration and Leadership, vol. 4, no. 1, 2019, pp. 1-14, doi:10.30828/real/2019.1.1.
Vancouver Eacott S. The Problems and Possibilities of the Relational Approach: An Introduction to the Special Issue. REAL. 2019;4(1):1-14.


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