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

Yıl 2019, Cilt: 4 Sayı: 1, 166 - 193, 09.07.2019

Scott Eacott

https://doi.org/10.30828/real/2019.1.7

Cited By: 1

Öz

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

Anahtar Kelimeler

Relational, auctor, organizing activity

Kaynakça

• 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).].