Yıl 2019, Cilt 4 , Sayı 1, Sayfalar 166 - 193 2019-07-09

The Relational Approach and Social Epistemology in Educational Leadership: A Rejoinder

Scott Eacott [1]


Calls for a social epistemology in educational administration and leadership are not new. As a field of inquiry, parallel monologues have come to dominate scholarly outlets and forums. But, parallel monologues arguably violate the logic of academic work – argument and refutation – with significant implications for the rigor and robustness of knowledge claims. This Special Issue sought to provide a forum for sustained dialogue and debate on the problems and possibilities of the relational approach that I am advancing. As the concluding paper, and a rejoinder to the contributions, here I highlight the difficulties of generating dialogue and debate and how going beyond our own complicity is challenging, but arguably rewarding, academic work

Relational, auctor, organizing activity
  • Berger, P. (1966). Invitation to sociology: a humanistic perspective. Harmondsworth: Pelican. 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 Bourdieu, P., Chamboredon, J.-C., & Passeron, J.-C. (1991[1968]). The craft of sociology: epistemological preliminaries (R. Nice, Trans.). New York, NY: Walter de Gruyter. [Originally published as Le métier de sociologue: préalables épistémologiques (Paris: Mouton).].
Birincil Dil en
Konular Sosyal
Bölüm Makaleler
Yazarlar

Yazar: Scott Eacott
Kurum: University of New South Wales
Ülke: Australia


Tarihler

Yayımlanma Tarihi : 9 Temmuz 2019

Bibtex @araştırma makalesi { real589077, journal = {Research in Educational Administration and Leadership (REAL)}, issn = {}, eissn = {2564-7261}, address = {}, publisher = {Dokuz Eylül Üniversitesi}, year = {2019}, volume = {4}, pages = {166 - 193}, doi = {10.30828/real/2019.1.7}, title = {The Relational Approach and Social Epistemology in Educational Leadership: A Rejoinder}, key = {cite}, author = {Eacott, Scott} }
APA Eacott, S . (2019). The Relational Approach and Social Epistemology in Educational Leadership: A Rejoinder. Research in Educational Administration and Leadership (REAL) , 4 (1) , 166-193 . DOI: 10.30828/real/2019.1.7
MLA Eacott, S . "The Relational Approach and Social Epistemology in Educational Leadership: A Rejoinder". Research in Educational Administration and Leadership (REAL) 4 (2019 ): 166-193 <https://dergipark.org.tr/tr/pub/real/issue/46944/589077>
Chicago Eacott, S . "The Relational Approach and Social Epistemology in Educational Leadership: A Rejoinder". Research in Educational Administration and Leadership (REAL) 4 (2019 ): 166-193
RIS TY - JOUR T1 - The Relational Approach and Social Epistemology in Educational Leadership: A Rejoinder AU - Scott Eacott Y1 - 2019 PY - 2019 N1 - doi: 10.30828/real/2019.1.7 DO - 10.30828/real/2019.1.7 T2 - Research in Educational Administration and Leadership (REAL) JF - Journal JO - JOR SP - 166 EP - 193 VL - 4 IS - 1 SN - -2564-7261 M3 - doi: 10.30828/real/2019.1.7 UR - https://doi.org/10.30828/real/2019.1.7 Y2 - 2019 ER -
EndNote %0 Research in Educational Administration and Leadership (REAL) The Relational Approach and Social Epistemology in Educational Leadership: A Rejoinder %A Scott Eacott %T The Relational Approach and Social Epistemology in Educational Leadership: A Rejoinder %D 2019 %J Research in Educational Administration and Leadership (REAL) %P -2564-7261 %V 4 %N 1 %R doi: 10.30828/real/2019.1.7 %U 10.30828/real/2019.1.7
ISNAD Eacott, Scott . "The Relational Approach and Social Epistemology in Educational Leadership: A Rejoinder". Research in Educational Administration and Leadership (REAL) 4 / 1 (Temmuz 2019): 166-193 . https://doi.org/10.30828/real/2019.1.7
AMA Eacott S . The Relational Approach and Social Epistemology in Educational Leadership: A Rejoinder. REAL is a scholarly a peer-reviewed publication. 2019; 4(1): 166-193.
Vancouver Eacott S . The Relational Approach and Social Epistemology in Educational Leadership: A Rejoinder. Research in Educational Administration and Leadership (REAL). 2019; 4(1): 193-166.