TY - CHAP
T1 - Understanding Municipal Education Leaders in the Tension Between Politics, Professionals and Parents
AU - Smeds-Nylund, Ann-Sofie
N1 - Publisher Copyright:
© 2023, The Author(s).
PY - 2023
Y1 - 2023
N2 - This chapter explores how non-affirmative theories, such as NAT and discursive institutionalism, can complement each other when investigating educational and pedagogical leadership. Public policies, laws, and interests are transformed into pedagogical practice at the municipal level, and the educational leadership mediates between several practices. In many countries, a more liberal education policy has given rise to demands for clearer parental influence in schools. Public decision-making processes regarding educational issues change when more actors demand their voices be heard. In which educational issues is it then beneficial to initiate an extended debate and involve citizens? In the municipal context, a communicative discourse about education is to be preferred, although a coordinative discourse would be legal and correct. Everyone with an interest in the local school should have the opportunity to use their voice. We need ongoing, enlightened conversations about education, pedagogy, and Bildung at the municipal and local levels in our society.
AB - This chapter explores how non-affirmative theories, such as NAT and discursive institutionalism, can complement each other when investigating educational and pedagogical leadership. Public policies, laws, and interests are transformed into pedagogical practice at the municipal level, and the educational leadership mediates between several practices. In many countries, a more liberal education policy has given rise to demands for clearer parental influence in schools. Public decision-making processes regarding educational issues change when more actors demand their voices be heard. In which educational issues is it then beneficial to initiate an extended debate and involve citizens? In the municipal context, a communicative discourse about education is to be preferred, although a coordinative discourse would be legal and correct. Everyone with an interest in the local school should have the opportunity to use their voice. We need ongoing, enlightened conversations about education, pedagogy, and Bildung at the municipal and local levels in our society.
KW - Discursive institutionalism
KW - Educational leadership
KW - Non-affirmative education
UR - http://www.scopus.com/inward/record.url?scp=85165995127&partnerID=8YFLogxK
U2 - 10.1007/978-3-031-30551-1_12
DO - 10.1007/978-3-031-30551-1_12
M3 - Chapter
AN - SCOPUS:85165995127
SN - 978-3-031-30553-5
SN - 978-3-031-30550-4
T3 - Educational Governance Research
SP - 269
EP - 281
BT - Non-affirmative Theory of Education and Bildung
A2 - Uljens, Michael
PB - Springer
ER -