Leading as Shared

Transformative
Educational Practice
Chapter 6
 ACTION

Praxis

Theory Reflection
Focuses
• Examines the practices of leading as an important
facet of the extended professional work and
experience of educator
• Socially situated practices/ or understanding
practices, changing practices of leading in
education.
• Making good leading as professional practices
(praxis)
Pp 117-118
Theory of Practice
•Leading as a Practice
•Leading from within, and beyond the
middle
•Leading as a democratic practices
A practice View of the Professional Practice
of Leading: Practices and Practices
Architecture
• Actual practices of leading as saying, doings, and relatings that enacted or
encountered by persons
• It seek to understand the condition or practice architectures (Cultural –
discursive, Material-economic, and social- political Arrangements)
• The understanding of the particular arrangements enables and constrain
education practices
• It require considering the Happeningness (Locus of realization of
educational leading)
• It assert the “leading” is eco-created in practices
• It is informed by the Theory of Ecologies of Practices
Pp 119-120
LEADING as Practices
In Educational Sites –
• leading is constructed as a practice enacted by a range of participants
in any educational institution
• Unfold on actual time, social space, and interactions with other
practices
• It is prefigured and prefiguring arrangement (Flow of Activity)
• Can extend beyond immediate educational setting

Pp 121-123
LEADING as Practices
Changing Practice –
• The enabling, transforming, or reorienting of other practices or the
creation of conditions conducive to such change
• As “ practice of intervention” or “ practice of Modification”
• Breaking down barriers between school sectors

Pp 121-123
LEADING as Practices
“Good” Leading –
• Leading means enabling and constraining other educational practices
via changes to site-based arrangements to make certain educational
act
• It answers the question: how leading practices are experienced and
understood as working to enable and constrain interrelated
educational practices like teaching, student learning, and teacher
professional learning activities and outcomes possible.

Pp 121-123
“Good” Leading is
• nurturing of communicative spaces among staff for their professional
learning activities, such as “teacher talk”- action research, and regular
professional learning dialogues based on professional reading.
• “fostering safe spaces” in which staff can collaboratively and “critically
interrogate” their practice and challenge problematic
• collectively in shaping the “vision and direction of educational
development at the school”
• “whole school leadership project”- “a flexible and responsive
approach that involves formal and informal leaders from all levels of
the organization”

Pp 123-126
LEADING From, Within, and Beyond the
Middle
• “middle leaders” are regarded as those teachers in schools who
have both an acknowledged leading position and regular classroom
teaching responsibilities
• Middle leading was central in producing school wide consensus for
implementing mandated system initiatives
• “a richer sensed shared responsibility (rather than authoritarian or
bureaucratic responsibility) for leading and learning to be facilitated
amongst executive teams, teachers, students, and communities”
• Leading site-based education development is principled relational work
that creates conditions for bringing about effective, democratic, and
respectful relationships
Pp 128-131
LEADING as a Democratic Practice

• It is a notions of leading as democratic practice also link to

the question of “the good” as it reveals what constitutes
socially just practice/praxis

Pp 121-123