Chapter 3: Re-conceptualising the “education” in educational leadership and management
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In this chapter, I re-conceptualise education within educational leadership and management through a science of learning lens. This offers a more appropriate undergirding theory of action, replacing the self-sustaining ideology found in managerialism. Central to this re-conceptualisation is the inclusion of the self-generating influences of students themselves as contributing factors, in not only their own learning but in shaping the learning environment itself. These same principles hold true for teachers and other actors within the educational context. In this way, teachers and school leaders are not merely the mechanisms for organising and delivering content, but active agents in their own right, giving shape to, while being shaped by, the learning environment. Advancing the field will require a substantively new knowledge base about the nature of learning, disconnected from the self-sustaining ideology of scientific management, and providing a more appropriate frame of reference for designing and running schools.

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