Thinking Relationally about the School Leader

Authors

Gus Riveros, Western UniversityFollow

Document Type

Article

Publication Date

2016

Journal

Canadian Journal of Educational Administration and Foundations

Volume

2

Issue

25

First Page

15

Last Page

23

Abstract

This paper engages with the program outlined by Scott Eacott (2015) in Educational Leadership Relationally. I aim to mobilize some of the themes explored in the book in order to analyse a contemporary phenomenon in the administration of education, namely, the enactment of standards for leadership practice. I situate my analysis in the Canadian context, in particular, the province of Ontario. This analytical engagement has two purposes: first, to investigate the possibilities that a relational approach has to offer to the study of the enactment of leadership standards in education; and second, to interrogate some of the assumptions and implications of the relational project for the study of educational administration. I conclude with critical comments, recommendations, and suggestions for further exploration and scholarship.

Citation of this paper:

Riveros, A. (2016) Thinking relationally about the “school leader”: Reflections on Eacott’s “Educational Leadership Relationally”. Journal of Educational Administration and Foundations, 25 (2), 15-24.