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Year 2019, Volume 4, Issue 1, 47 - 79, 15.07.2019
https://doi.org/10.30828/real/2019.1.3

Abstract

References

  • Alvesson, M. (2013). Understanding Organisational Culture, (2nd ed). London: Sage. Archer, M. (1995). Realist Social Theory: The Morphogenetic Approach. Cambridge: Cambridge University Press. Archer, M. (2010). Routine, reflexivity and realism. Sociological Theory, 28(3), 272-303. Bakhurst, D. (2009). Reflections on activity theory. Educational Review, 61(2), 197-210. Begley, P. (2000). Cultural isomorphs of educational administration: reflections on Western-centric approaches to values and leadership. Asia Pacific Journal of Education, 20(2), 23-33. Bhaskar, R. (1989). Reclaiming Reality. London: Verso. Bolman, L. G., & Deal, T. E. (1997). Reframing Organizations: Artistry, Choice and Leadership. San Fran cisco, CA: Jossey Bass. Bojesen, E. (2018). Conversation as educational research. Educational Philosophy and Theory, doi.org/10.1080/00131857.2018.1508995. Burrell, G., & Morgan, G. (1979). Sociological Paradigms and Organisational Analysis. Aldershot: Gower. Bush, T. (2011). Theories of Educational Leadership and Management. 4th ed., London: Sage. 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 (pp. 177- 187). Singapore: Springer. Crossley, M., & Watson, K. (2003). Comparative Research in Education, Globalisation, Context and Difference. London: Routledge Falmer.

Moving Forward Amidst the Swirls: Reframing The Relational Approach as a Step ‘Beyond’ Leadership

Year 2019, Volume 4, Issue 1, 47 - 79, 15.07.2019
https://doi.org/10.30828/real/2019.1.3

Abstract

Embedding the relational approach as a research project is a viable alternative to normative conceptualisation and practice of leadership. However, as the shift from substantialist assumptions to relational theorising gathers momentum, the evolving nature of the argument so far suggests that more needs to be done to bolster its robustness. Rather than being a refutation, this commentary reengages with the relational approach in a way that attempts to locate it within the historical development of theorising in educational leadership as a specialised field. More specifically, it focuses a large part of its analysis on the strength of underpinning ontological theorising which, arguably, nullifies binaries without accounting for (assumptions about) them as it shifts its focus on relations. To ensure parallel monologues begin to engage and that auctors draw on an array of knowledges, the commentary reviews the relational approach and provides alternative avenues and resources to further its aims 

References

  • Alvesson, M. (2013). Understanding Organisational Culture, (2nd ed). London: Sage. Archer, M. (1995). Realist Social Theory: The Morphogenetic Approach. Cambridge: Cambridge University Press. Archer, M. (2010). Routine, reflexivity and realism. Sociological Theory, 28(3), 272-303. Bakhurst, D. (2009). Reflections on activity theory. Educational Review, 61(2), 197-210. Begley, P. (2000). Cultural isomorphs of educational administration: reflections on Western-centric approaches to values and leadership. Asia Pacific Journal of Education, 20(2), 23-33. Bhaskar, R. (1989). Reclaiming Reality. London: Verso. Bolman, L. G., & Deal, T. E. (1997). Reframing Organizations: Artistry, Choice and Leadership. San Fran cisco, CA: Jossey Bass. Bojesen, E. (2018). Conversation as educational research. Educational Philosophy and Theory, doi.org/10.1080/00131857.2018.1508995. Burrell, G., & Morgan, G. (1979). Sociological Paradigms and Organisational Analysis. Aldershot: Gower. Bush, T. (2011). Theories of Educational Leadership and Management. 4th ed., London: Sage. 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 (pp. 177- 187). Singapore: Springer. Crossley, M., & Watson, K. (2003). Comparative Research in Education, Globalisation, Context and Difference. London: Routledge Falmer.

Details

Primary Language English
Subjects Social
Journal Section Makaleler
Authors

Jean Pierre ELONGA MBOYO This is me (Primary Author)
Teesside University
United Kingdom

Publication Date July 15, 2019
Published in Issue Year 2019, Volume 4, Issue 1

Cite

Bibtex @research article { real589072, journal = {Research in Educational Administration and Leadership}, issn = {}, eissn = {2564-7261}, address = {}, publisher = {Eğitim Yöneticileri ve Eğitim Denetçileri Derneği}, year = {2019}, volume = {4}, pages = {47 - 79}, doi = {10.30828/real/2019.1.3}, title = {Moving Forward Amidst the Swirls: Reframing The Relational Approach as a Step ‘Beyond’ Leadership}, key = {cite}, author = {Elonga Mboyo, Jean Pierre} }
APA Elonga Mboyo, J. P. (2019). Moving Forward Amidst the Swirls: Reframing The Relational Approach as a Step ‘Beyond’ Leadership . Research in Educational Administration and Leadership , 4 (1) , 47-79 . DOI: 10.30828/real/2019.1.3
MLA Elonga Mboyo, J. P. "Moving Forward Amidst the Swirls: Reframing The Relational Approach as a Step ‘Beyond’ Leadership" . Research in Educational Administration and Leadership 4 (2019 ): 47-79 <https://dergipark.org.tr/en/pub/real/issue/46944/589072>
Chicago Elonga Mboyo, J. P. "Moving Forward Amidst the Swirls: Reframing The Relational Approach as a Step ‘Beyond’ Leadership". Research in Educational Administration and Leadership 4 (2019 ): 47-79
RIS TY - JOUR T1 - Moving Forward Amidst the Swirls: Reframing The Relational Approach as a Step ‘Beyond’ Leadership AU - Jean Pierre Elonga Mboyo Y1 - 2019 PY - 2019 N1 - doi: 10.30828/real/2019.1.3 DO - 10.30828/real/2019.1.3 T2 - Research in Educational Administration and Leadership JF - Journal JO - JOR SP - 47 EP - 79 VL - 4 IS - 1 SN - -2564-7261 M3 - doi: 10.30828/real/2019.1.3 UR - https://doi.org/10.30828/real/2019.1.3 Y2 - 2019 ER -
EndNote %0 Research in Educational Administration and Leadership Moving Forward Amidst the Swirls: Reframing The Relational Approach as a Step ‘Beyond’ Leadership %A Jean Pierre Elonga Mboyo %T Moving Forward Amidst the Swirls: Reframing The Relational Approach as a Step ‘Beyond’ Leadership %D 2019 %J Research in Educational Administration and Leadership %P -2564-7261 %V 4 %N 1 %R doi: 10.30828/real/2019.1.3 %U 10.30828/real/2019.1.3
ISNAD Elonga Mboyo, Jean Pierre . "Moving Forward Amidst the Swirls: Reframing The Relational Approach as a Step ‘Beyond’ Leadership". Research in Educational Administration and Leadership 4 / 1 (July 2019): 47-79 . https://doi.org/10.30828/real/2019.1.3
AMA Elonga Mboyo J. P. Moving Forward Amidst the Swirls: Reframing The Relational Approach as a Step ‘Beyond’ Leadership. REAL is a scholarly peer-reviewed publication. 2019; 4(1): 47-79.
Vancouver Elonga Mboyo J. P. Moving Forward Amidst the Swirls: Reframing The Relational Approach as a Step ‘Beyond’ Leadership. Research in Educational Administration and Leadership. 2019; 4(1): 47-79.
IEEE J. P. Elonga Mboyo , "Moving Forward Amidst the Swirls: Reframing The Relational Approach as a Step ‘Beyond’ Leadership", Research in Educational Administration and Leadership, vol. 4, no. 1, pp. 47-79, Jul. 2019, doi:10.30828/real/2019.1.3


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