Chapter 36: Disrupted leadership in education
Restricted access

We suggested in Chapter 1 that leadership in education may be, inherently, a fractured field. Fracture and disruption span the chapters of the Handbook, with authors offering various ways of addressing the issues and challenges facing the field. In this final chapter, we locate ourselves as editors not only in the fractured state to which the field is prone but also in the disruption that has shaped our world since 2020 through the Covid-19 pandemic. Our narratives which we share in this chapter capture snapshots of our own reflections at a time when we are transitioning away from the pandemic. The themes that we draw out, emerging from the narratives, are dialectic reasoning, embracing fluidity and collective action and relational spaces. We conclude by highlighting the value of wayfinding leadership.

You are not authenticated to view the full text of this chapter or article.

Access options

Get access to the full article by using one of the access options below.

Other access options

Redeem Token

Institutional Login

Log in with Open Athens, Shibboleth, or your institutional credentials

Login via Institutional Access

Personal login

Log in with your Elgar Online account

Login with your Elgar account