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BibTex RIS Kaynak Göster
Yıl 2022, Sayı: 65, 415 - 428, 15.06.2022
https://doi.org/10.26650/JECS2022-972972

Öz

Kaynakça

  • Ashforth, B.E. & Mael, F. (1989). Social identity theory and the organization. Academy of Management Review, 14(1), 20-39.
  • Blackmore, J. (2006). Deconstructing diversity discourses in the field of educational management and leadership. Educational Management Administration & Leadership, 34(2), 181–199. https://doi.org/10.1177/1741143206062492
  • Beatty, B.R. (2000). The emotions of educational leadership: breaking the silence. International Journal of Leadership in Education, 3(4), 331-357. https://doi.org/10.1080/136031200750035969
  • Beijaard, D., Maijer, P. J., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teacher and Teacher Education, 20, 107-128.
  • Bolden, R., Petrov, G. & Gosling, J. (2008). Tensions in higher education leadership: Towards a multi-level model of leadership practice. Higher Education Quarterly, 62(4), 358–376. https://doi.org/10.1111/j.1468-2273.2008.00398
  • Brass, D.J. (1984). Being in the right place: A structural analysis of individual influence in an organization. Administrative Science Quarterly, 29(4), 518-539.
  • Brewer, M.B. (1979). In-group bias in the minimal intergroup situation: A cognitive- motivational analysis. Psychological Bulletin, 86, 307-324.
  • Brewer, M.B. (2010). Ethnocentrism. In J.M. Levine & M.A. Hogg (Eds.), Encyclopedia of Group Processes and Intergroup Relations (pp.247-252). SAGE Publications.
  • Briggs, A.R.J. (2007). Exploring professional identities: middle leadership in further education colleges. School Leadership and Management, 27(5), 471-485.
  • Brown, D.J. (2018). In the minds of followers. In J. Antonakis & D.V. Day (Eds.), The Nature of Leadership (pp.82-108). SAGE Publication.
  • Burker, P. J. & Stets, J. E. (2009). Identity Theory. Oxford University Press.
  • Carli, L.L. & Eagly, A.H. (2018). Leadership and gender. In J. Antonakis and D.V. Day (Eds.), The Nature of Leadership (pp.244-271). SAGE Publication.
  • Crow, G., Day, C. & Møller, J. (2017). Framing research on school principals’ identities. International Journal of Leadership in Education, 20(3), 265-277. https://doi.org/10.1080/13603124.2015.1123299
  • Ellemers, N. (2010). Social identity theory. In J.M. Levine and M.A. Hogg (Eds), Encyclopedia of Group Processes and Intergroup Relations (pp. 797-801). SAGE Publications.
  • Emerson, R.M. (1962). Power-dependence relations. American Sociological Review 27(1):31-41.
  • English, F.W. (2012). Bourdieu's misrecognition: why educational leadership standards will not reform schools or leadership. Journal of Educational Administration and History, 44(2), 155-170. https://doi.org/10.1080/00220620.2012.658763
  • Fricker, M. (2007). Epistemic Injustice: Power and the Ethics of Knowing. Oxford University Press.
  • Fricker, M. (2013). Evolving concepts of epistemic injustice. In I.J. Kidd, J. Medina and Pohlhaus, G. Jr (Eds.), The Routledge Handbook of Epistemic Injustice (pp.53-61). Routledge.
  • Gündemir, S. (2015). The minority glass ceiling hypothesis: Exploring reasons and remedies for the underrepresentation of racial-ethnic minorities in leadership positions. Doctoral Thesis. University of Amsterdam.
  • Hall, S. (1996). Introduction: Who needs “identity”? In S. Hall and P. Du Gay (Eds.), Questions of Cultural Identity (pp.1-17). Sage Publications.
  • Hogg, M.A. (2001). A social identity theory of leadership. Personality and Social Psychology Review 5,184-200.
  • Hogg, M.A. (2010). Social identity theory of leadership. In J.M. Levine and M.A. Hogg (Eds.), Encyclopedia of Group Processes and Intergroup Relations (pp. 801-805). SAGE Publications.
  • Hogg, M.A. & Terry, D.J. (2000). Social identity and self-categorization processes in organizational contexts. The Academy of Management Review, 25(1), 121-140.
  • Hogg, M.A. & van Knippenberg, D. (2003). Social identity and leadership processes in groups. In M.P. Zanna (Eds.), Advances in Experimental Social Psychology (pp. 1-52). Academic Press.
  • Honneth, A. (1995). The Struggle for Recognition: The Moral Grammar of Social Conflicts. The MIT Press.
  • Honneth, A. (2001). Recognition or redistribution? Changing perspectives on the moral order of society. Theory, Culture & Society, 18(2–3), 43–55.
  • Hornsey, M.J. (2008). Social identity theory and self-categorization theory: A historical review. Social and Personality Psychology Compass, 204-222.
  • Hornsey, M.J. & Hogg, M.A. (2000). Assimilation and diversity: An integrative model of subgroup relations. Personality and Social Psychology Review, 4(3), 143-156.
  • Ispa-Landa, S. & Thomas, S. (2019). Race, gender and emotion work among school principals. Gender & Society, 33(3), 387–409. https://doi.org/10.1177/0891243218821920
  • Johnson, L. & Crow, G. M. (2017) Professional identities of school leaders across international contexts. Educational Management Administration & Leadership. 45(5), 747–748.
  • Kidd, J.I., Medina, J. & Pohlhaus, G. (2017). Introduction to the Routledge handbook of epistemic injustice. In I.J. Kidd, J. Medina and G. Jr. Pohlhaus (Eds.), The Routledge Handbook of Epistemic Injustice (pp.1-11). Routledge.
  • Lammers, J., Stoker, J.I. & Stapel, D.A. (2009). Differenting social and personal power: Opposite effects on stereotyping, but parallel effects on behavioral approach tendencies. Psychological Science, 20(12), 1543-1549.
  • Lamont, M. (2018). Addressing recognition gaps: destigmatization and the reduction of inequality. American Sociological Review, 83(3), 419–444.
  • Larson, J.R., Foster-Fishman, P.G. & Keys, C.B. (1994). Discussion of shared and unshared information in decision-making groups. Journal of Personality and Social Psychology, 67(3), 446-461.
  • Lord, R.G., Foti, R.J. & De Vader, C.L. (1984). A test of leadership categorization theory: Internal structure, information processing, and leadership perceptions. Organizational Behavior and Human Performance, 34, 343–378.
  • Magess, J.C. & Galinsky, A.D. (2008). Social hierarchy: The self‐reinforcing nature of power and status. Academy of Management Annals, 2(1). https://doi.org/10.5465/19416520802211628
  • Murakami, E. T. & Törnsen, M. (2017). Female secondary school principals: Equity in the development of professional identities. Educational Management Administration & Leadership, 45(5), 806–824.
  • Nielson, A. (2016). Second career teachers and (mis)recognitions of professional identities. School Leadership & Management, 36: 2, 221-245.
  • Nordholm, D., Arnqvist, A. & Nihlfors, E. (2020). Principals’ emotional identity – the Swedish case. School Leadership & Management, 40(4), 335-351.
  • Ridgeway, C. L. (2014). Why Status Matters for Inequality. American Sociological Review, 79(1), 1–16.
  • Rosette, A.S., Leonardelli, G.J. & Phillips, K.W. (2008). The White standard: racial bias in leader categorization. Journal of Applied Psychology, 93(4), 758.
  • Ryan, J. (2017). Dialogue, Identity, and Inclusion: Administrators as Mediators in Diverse School Contexts. Journal of School Leadership, 17, 340-369.
  • Sturm, R.E. & Manzoni, L. (2018). Leadership and power. In J. Antonakis and D.V. Day (Eds.), The Nature of Leadership (pp. 272-300). SAGE Publication.
  • Tajfel, H. (1974). Social identity and group behaviour. Social Science Information, 13, 65-93.
  • Tajfel, H. (1978). Differentiation between Social Groups: Studies in the Social Psychology of Intergroup Relations. Academic Press.
  • Tajfel, H. & Turner, J.C. (1979). An intergrative theory of intergroup conflict. In W.G. Austin and S. Worchel (Eds.), The Social Psychology of Intergroup Relations (pp. 33– 47). Brooks/Cole.
  • Tajfel, H. & Turner, J.C. (1986). The social identity theory of intergroup behavior. In S. Worchel and W.G. Austin (Eds.), The Psychology of Intergroup Relations (pp. 7-24). Nelson-Hall.
  • Turner, J.C. (1975). Social comparison and social identity: Some prospects for intergroup behavior. European Journal of Social Psychology, 5, 5-34.
  • Turner, J.C., Hogg, M.A., Oakes, P.J., Reicher, S. D., & Wetherell, M. S. (1987). Rediscovering the Social Group: A self-categorization Theory. Blackwell.
  • Turner, J.C. & Reynolds, K.J. (2010). The story of social identity. In T. Postmes and N.R. Branscombe (Eds.), Rediscovering Social Identity: Key Readings (pp. 13-32). Psychology Press.
  • Van Dijke, M. & Poppe, M. (2006). Striving for personal power as a basis for social power dynamics. European Journal of Social Psychology, 36, 537–556.
  • Van Knippenberg, D. (2018). Leadership and identity. In J. Antonakis and D.V. Day (Eds.), The Nature of Leadership (pp. 300-326). SAGE Publication.
  • Van Knippenberg, D., Van Knippenberg, B., De Cremer, D. & Hogg, M.A. (2004). Leadership, self, and identity: A review and research agenda. Leadership Quarterly, 15, 825–856.
  • Zorn, D. & Boler, M. (2007). Rethinking emotions and educational leadership. International Journal of Leadership in Education, 10(2), 137-151. https://doi.org/10.1080/13603120601174345

Structural Inequalities in Educational Leadership: Addressing Social and Professional Identities and Recognitional Power

Yıl 2022, Sayı: 65, 415 - 428, 15.06.2022
https://doi.org/10.26650/JECS2022-972972

Öz

In this article, we aim to work toward a rich theoretical understanding of the relationship between social identity, professional identity, and school leadership in the context of recognitional power. We approach the relationship the study constructs by problematizing the traditional areas of leadership literature that is marked by veneration of leadership and its functional toolkit that includes traits, attitudes, behaviors, efficiency, productivity, mastery, etc. as antecedents to the leadership process. In addition, the article aims to capture the intersection of professional and social identity considering the relations of domination and everyday practices of recognition. These goals are reflected in two research questions: (1) How do we understand the relationship between school leadership, social identity and professional identity? (2) How do we approach social and professional identities in educational leadership studies in terms of recognitional power? We propound that leadership literature should include diverse epistemic approaches, problematize the structural inequalities and the institutionalized relations of recognition and recognitional power, and problematize the intersection of social identity, professional identity, and recognitional power.

Kaynakça

  • Ashforth, B.E. & Mael, F. (1989). Social identity theory and the organization. Academy of Management Review, 14(1), 20-39.
  • Blackmore, J. (2006). Deconstructing diversity discourses in the field of educational management and leadership. Educational Management Administration & Leadership, 34(2), 181–199. https://doi.org/10.1177/1741143206062492
  • Beatty, B.R. (2000). The emotions of educational leadership: breaking the silence. International Journal of Leadership in Education, 3(4), 331-357. https://doi.org/10.1080/136031200750035969
  • Beijaard, D., Maijer, P. J., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teacher and Teacher Education, 20, 107-128.
  • Bolden, R., Petrov, G. & Gosling, J. (2008). Tensions in higher education leadership: Towards a multi-level model of leadership practice. Higher Education Quarterly, 62(4), 358–376. https://doi.org/10.1111/j.1468-2273.2008.00398
  • Brass, D.J. (1984). Being in the right place: A structural analysis of individual influence in an organization. Administrative Science Quarterly, 29(4), 518-539.
  • Brewer, M.B. (1979). In-group bias in the minimal intergroup situation: A cognitive- motivational analysis. Psychological Bulletin, 86, 307-324.
  • Brewer, M.B. (2010). Ethnocentrism. In J.M. Levine & M.A. Hogg (Eds.), Encyclopedia of Group Processes and Intergroup Relations (pp.247-252). SAGE Publications.
  • Briggs, A.R.J. (2007). Exploring professional identities: middle leadership in further education colleges. School Leadership and Management, 27(5), 471-485.
  • Brown, D.J. (2018). In the minds of followers. In J. Antonakis & D.V. Day (Eds.), The Nature of Leadership (pp.82-108). SAGE Publication.
  • Burker, P. J. & Stets, J. E. (2009). Identity Theory. Oxford University Press.
  • Carli, L.L. & Eagly, A.H. (2018). Leadership and gender. In J. Antonakis and D.V. Day (Eds.), The Nature of Leadership (pp.244-271). SAGE Publication.
  • Crow, G., Day, C. & Møller, J. (2017). Framing research on school principals’ identities. International Journal of Leadership in Education, 20(3), 265-277. https://doi.org/10.1080/13603124.2015.1123299
  • Ellemers, N. (2010). Social identity theory. In J.M. Levine and M.A. Hogg (Eds), Encyclopedia of Group Processes and Intergroup Relations (pp. 797-801). SAGE Publications.
  • Emerson, R.M. (1962). Power-dependence relations. American Sociological Review 27(1):31-41.
  • English, F.W. (2012). Bourdieu's misrecognition: why educational leadership standards will not reform schools or leadership. Journal of Educational Administration and History, 44(2), 155-170. https://doi.org/10.1080/00220620.2012.658763
  • Fricker, M. (2007). Epistemic Injustice: Power and the Ethics of Knowing. Oxford University Press.
  • Fricker, M. (2013). Evolving concepts of epistemic injustice. In I.J. Kidd, J. Medina and Pohlhaus, G. Jr (Eds.), The Routledge Handbook of Epistemic Injustice (pp.53-61). Routledge.
  • Gündemir, S. (2015). The minority glass ceiling hypothesis: Exploring reasons and remedies for the underrepresentation of racial-ethnic minorities in leadership positions. Doctoral Thesis. University of Amsterdam.
  • Hall, S. (1996). Introduction: Who needs “identity”? In S. Hall and P. Du Gay (Eds.), Questions of Cultural Identity (pp.1-17). Sage Publications.
  • Hogg, M.A. (2001). A social identity theory of leadership. Personality and Social Psychology Review 5,184-200.
  • Hogg, M.A. (2010). Social identity theory of leadership. In J.M. Levine and M.A. Hogg (Eds.), Encyclopedia of Group Processes and Intergroup Relations (pp. 801-805). SAGE Publications.
  • Hogg, M.A. & Terry, D.J. (2000). Social identity and self-categorization processes in organizational contexts. The Academy of Management Review, 25(1), 121-140.
  • Hogg, M.A. & van Knippenberg, D. (2003). Social identity and leadership processes in groups. In M.P. Zanna (Eds.), Advances in Experimental Social Psychology (pp. 1-52). Academic Press.
  • Honneth, A. (1995). The Struggle for Recognition: The Moral Grammar of Social Conflicts. The MIT Press.
  • Honneth, A. (2001). Recognition or redistribution? Changing perspectives on the moral order of society. Theory, Culture & Society, 18(2–3), 43–55.
  • Hornsey, M.J. (2008). Social identity theory and self-categorization theory: A historical review. Social and Personality Psychology Compass, 204-222.
  • Hornsey, M.J. & Hogg, M.A. (2000). Assimilation and diversity: An integrative model of subgroup relations. Personality and Social Psychology Review, 4(3), 143-156.
  • Ispa-Landa, S. & Thomas, S. (2019). Race, gender and emotion work among school principals. Gender & Society, 33(3), 387–409. https://doi.org/10.1177/0891243218821920
  • Johnson, L. & Crow, G. M. (2017) Professional identities of school leaders across international contexts. Educational Management Administration & Leadership. 45(5), 747–748.
  • Kidd, J.I., Medina, J. & Pohlhaus, G. (2017). Introduction to the Routledge handbook of epistemic injustice. In I.J. Kidd, J. Medina and G. Jr. Pohlhaus (Eds.), The Routledge Handbook of Epistemic Injustice (pp.1-11). Routledge.
  • Lammers, J., Stoker, J.I. & Stapel, D.A. (2009). Differenting social and personal power: Opposite effects on stereotyping, but parallel effects on behavioral approach tendencies. Psychological Science, 20(12), 1543-1549.
  • Lamont, M. (2018). Addressing recognition gaps: destigmatization and the reduction of inequality. American Sociological Review, 83(3), 419–444.
  • Larson, J.R., Foster-Fishman, P.G. & Keys, C.B. (1994). Discussion of shared and unshared information in decision-making groups. Journal of Personality and Social Psychology, 67(3), 446-461.
  • Lord, R.G., Foti, R.J. & De Vader, C.L. (1984). A test of leadership categorization theory: Internal structure, information processing, and leadership perceptions. Organizational Behavior and Human Performance, 34, 343–378.
  • Magess, J.C. & Galinsky, A.D. (2008). Social hierarchy: The self‐reinforcing nature of power and status. Academy of Management Annals, 2(1). https://doi.org/10.5465/19416520802211628
  • Murakami, E. T. & Törnsen, M. (2017). Female secondary school principals: Equity in the development of professional identities. Educational Management Administration & Leadership, 45(5), 806–824.
  • Nielson, A. (2016). Second career teachers and (mis)recognitions of professional identities. School Leadership & Management, 36: 2, 221-245.
  • Nordholm, D., Arnqvist, A. & Nihlfors, E. (2020). Principals’ emotional identity – the Swedish case. School Leadership & Management, 40(4), 335-351.
  • Ridgeway, C. L. (2014). Why Status Matters for Inequality. American Sociological Review, 79(1), 1–16.
  • Rosette, A.S., Leonardelli, G.J. & Phillips, K.W. (2008). The White standard: racial bias in leader categorization. Journal of Applied Psychology, 93(4), 758.
  • Ryan, J. (2017). Dialogue, Identity, and Inclusion: Administrators as Mediators in Diverse School Contexts. Journal of School Leadership, 17, 340-369.
  • Sturm, R.E. & Manzoni, L. (2018). Leadership and power. In J. Antonakis and D.V. Day (Eds.), The Nature of Leadership (pp. 272-300). SAGE Publication.
  • Tajfel, H. (1974). Social identity and group behaviour. Social Science Information, 13, 65-93.
  • Tajfel, H. (1978). Differentiation between Social Groups: Studies in the Social Psychology of Intergroup Relations. Academic Press.
  • Tajfel, H. & Turner, J.C. (1979). An intergrative theory of intergroup conflict. In W.G. Austin and S. Worchel (Eds.), The Social Psychology of Intergroup Relations (pp. 33– 47). Brooks/Cole.
  • Tajfel, H. & Turner, J.C. (1986). The social identity theory of intergroup behavior. In S. Worchel and W.G. Austin (Eds.), The Psychology of Intergroup Relations (pp. 7-24). Nelson-Hall.
  • Turner, J.C. (1975). Social comparison and social identity: Some prospects for intergroup behavior. European Journal of Social Psychology, 5, 5-34.
  • Turner, J.C., Hogg, M.A., Oakes, P.J., Reicher, S. D., & Wetherell, M. S. (1987). Rediscovering the Social Group: A self-categorization Theory. Blackwell.
  • Turner, J.C. & Reynolds, K.J. (2010). The story of social identity. In T. Postmes and N.R. Branscombe (Eds.), Rediscovering Social Identity: Key Readings (pp. 13-32). Psychology Press.
  • Van Dijke, M. & Poppe, M. (2006). Striving for personal power as a basis for social power dynamics. European Journal of Social Psychology, 36, 537–556.
  • Van Knippenberg, D. (2018). Leadership and identity. In J. Antonakis and D.V. Day (Eds.), The Nature of Leadership (pp. 300-326). SAGE Publication.
  • Van Knippenberg, D., Van Knippenberg, B., De Cremer, D. & Hogg, M.A. (2004). Leadership, self, and identity: A review and research agenda. Leadership Quarterly, 15, 825–856.
  • Zorn, D. & Boler, M. (2007). Rethinking emotions and educational leadership. International Journal of Leadership in Education, 10(2), 137-151. https://doi.org/10.1080/13603120601174345
Toplam 54 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Sosyoloji
Bölüm Derleme Makaleleri
Yazarlar

Duygun Göktürk 0000-0003-0184-6326

Özge Çomak 0000-0002-2727-2001

Yayımlanma Tarihi 15 Haziran 2022
Gönderilme Tarihi 19 Temmuz 2021
Yayımlandığı Sayı Yıl 2022 Sayı: 65

Kaynak Göster

APA Göktürk, D., & Çomak, Ö. (2022). Structural Inequalities in Educational Leadership: Addressing Social and Professional Identities and Recognitional Power. Journal of Economy Culture and Society(65), 415-428. https://doi.org/10.26650/JECS2022-972972
AMA Göktürk D, Çomak Ö. Structural Inequalities in Educational Leadership: Addressing Social and Professional Identities and Recognitional Power. Journal of Economy Culture and Society. Haziran 2022;(65):415-428. doi:10.26650/JECS2022-972972
Chicago Göktürk, Duygun, ve Özge Çomak. “Structural Inequalities in Educational Leadership: Addressing Social and Professional Identities and Recognitional Power”. Journal of Economy Culture and Society, sy. 65 (Haziran 2022): 415-28. https://doi.org/10.26650/JECS2022-972972.
EndNote Göktürk D, Çomak Ö (01 Haziran 2022) Structural Inequalities in Educational Leadership: Addressing Social and Professional Identities and Recognitional Power. Journal of Economy Culture and Society 65 415–428.
IEEE D. Göktürk ve Ö. Çomak, “Structural Inequalities in Educational Leadership: Addressing Social and Professional Identities and Recognitional Power”, Journal of Economy Culture and Society, sy. 65, ss. 415–428, Haziran 2022, doi: 10.26650/JECS2022-972972.
ISNAD Göktürk, Duygun - Çomak, Özge. “Structural Inequalities in Educational Leadership: Addressing Social and Professional Identities and Recognitional Power”. Journal of Economy Culture and Society 65 (Haziran 2022), 415-428. https://doi.org/10.26650/JECS2022-972972.
JAMA Göktürk D, Çomak Ö. Structural Inequalities in Educational Leadership: Addressing Social and Professional Identities and Recognitional Power. Journal of Economy Culture and Society. 2022;:415–428.
MLA Göktürk, Duygun ve Özge Çomak. “Structural Inequalities in Educational Leadership: Addressing Social and Professional Identities and Recognitional Power”. Journal of Economy Culture and Society, sy. 65, 2022, ss. 415-28, doi:10.26650/JECS2022-972972.
Vancouver Göktürk D, Çomak Ö. Structural Inequalities in Educational Leadership: Addressing Social and Professional Identities and Recognitional Power. Journal of Economy Culture and Society. 2022(65):415-28.