International in scope, this is an unprecedented compilation of current theories and perspectives on women and leadership issues in schools at all levels.
This international collection of work by leading feminist scholars in educational administration from five Western liberal democratic countries presents “state-of-the-art” research on women in school leadership positions. The contributors focus on the need for critical reflections, which reveal hidden aspects of leadership phenomena, and advocate diverse forms of positive action to improve the condition for women in school settings. As such, this collection challenges the reader to consider the partiality of all perspectives on leadership, as well as future directions for research and practice. It also brings together views of schools and school systems at the macro level, with discussions and case studies focused on the micro levels of school life.
“United States researchers interested in women’s issues in school leadership are guilty of having an insular conversation with ourselves in the majority of our journals and books. The papers collected in this book strongly illustrate the global commonality of women’s struggles for equity in an androcentric profession.” — Linda Skrla, coauthor of The Emerging Principalship
Contributors include Jill Blackmore, Valerie Hall, Sandra Hollingsworth, Jane Kenway, Dianna Langmead, Robyn Lock, Deborah Mindorff, Patricia Schmuck, Jane Strachan, and Beth Young
Cecilia Reynolds is Associate Dean of the Academic Program at the Ontario Institute for Studies in Education of the University of Toronto.