Discourse formation on school leadership and equity Sample Clauses

Discourse formation on school leadership and equity. When commencing a literature review of school leadership and equity, it is helpful to consider Xxxxxxxx’x account of discourse formation. According to Xxxxxxxx (2009, p, 49), ‘Discourses are not about objects; they do not identify objects, they constitute them and in the practice of doing so conceal their own intervention’. Thus, the discourse on school leadership and equity constructs the phenomenon that researchers seek to identify, and researchers contribute to discourse formation through their publications. Although inequalities and injustices are not merely “constructs” in various researchers’ discourses, critical postmodernism serves to remind us that policy (as the political enactment of discourse) is both an attempt to solve real world problems and an attempt to persuade social actors to subscribe to particular beliefs that delineate action (Nudzor, 2009). Researchers’ empirical enquiries thus play a significant role in constructing the social landscape. Because researchers utilise various perspectives in their accounts of school leadership and equity, the emergent discourse is diverse and complex. For example, in their paper on school leadership practice and preparation across seven nations, Ylimaki and Xxxxxxxx (2013, p. 6) discuss organisational learning (OL), instructional leadership (IL), and culturally responsive practices (CRP). Meanwhile, in their paper on how leadership influences student learning, Xxxxxxxxx et al. (2010, p. 673) talk about four leadership ‘paths’: ‘Rational, Emotions, Organizational, and Family’.