Research Article
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Year 2025, Volume: 10 Issue: 2, 258 - 293, 30.06.2025

Duncan Waite , Marina García-carmona

https://doi.org/10.30828/real.1569120

Abstract

References

  • Ajofrín, L. G. (2008, April 29). El liderazgo eficaz no reside en una sola persona, según la OCDE [Effective leadership does not reside in a single person, according to the OECD]. Magisnet. Retrieved from https://www.magisnet.com/2008/04/el-liderazgo-eficaz-no-reside-en-una-sola-persona-segaon-la-ocde/
  • Arendt, H. (1958). The human condition (2nd ed.). The University of Chicago Press.
  • Barad, K. M. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Duke University Press.
  • Biesta, G. (2019). What kind of society does the school need? Redefining the democratic work of schools in impatient times. Studies in Philosophy and Education. https://doi.org/10.1007/s11217-019-09675-y
  • Biesta, G. J. J. (2010). Good education in an age of measurement: Ethics, politics, democracy.Paradigm Publishers.
  • Biesta, G. J. J. (2014). The beautiful risk of education. Paradigm Publishers
  • Biesta, G. J. J. (2017). Educational leadership for what? An educational examination. In D. Waite & I. Bogotch (Eds.), The Wiley international handbook of educational leadership (pp. 15-27). Wiley Blackwell.
  • Bogotch, I. E. (2012). Introduction: Who controls our knowledge? International Journal of Leadership in Education, 15, 403-406.
  • Bourdieu, P. (2013). Outline of a theory of practice (R. Nice, Trans). Cambridge University Press. (Original work published 1977)
  • Bourdieu, P. (1987). What makes a social class? On the theoretical and practical existence of groups. Berkeley Journal of Sociology, 32, 1-17.
  • Bourdieu, P., & Passeron, J. C. (1990). Reproduction in education, society and culture (2nd ed.). Sage.
  • Burke, P. (2000). A social history of knowledge: From Gutenberg to Diderot. Polity Press.
  • Burke, P. (2012). A social history of knowledge II: From the encyclopedia to Wikipedia. Polity Press.
  • Burke, P. (2016). What is the history of knowledge? Polity Press.
  • Cáceres, M. P., Trujillo-Torres, J. M., Hinojo-Lucena, F. J., Aznar, I., & García-Carmona, M. (2012). Tendencias actuales de género y el liderazgo de la dirección en los diferentes niveles educativos. Educar, 48(1), 0069-89.
  • Cheney, D. L., & Seyfarth, R. M. (2007). Baboon metaphysics: The evolution of a social mind. The University of Chicago Press.
  • Crotty, M. (1998). The foundations of social research: Meaning and perspectives in the research process. Sage.
  • Cuddy, A. J. C., Kohut, M., & Neffinger, J. (2013). Connect, then lead. Harvard Business Review, 55-61.
  • Csikszentmihalyi, M., & Wolfe, R. (2000). New conceptions and research approaches to creativity: Implications of a systems perspective for creativity in education. In K. A. Heller, F. J. Mönks, R. J. Sternberg, & R. F. Subotnik (Eds.). International Handbook of Giftedness and Talent (2nd ed.) (pp. 81-93). Elsevier Science.
  • Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. The Free Press.
  • Durante, F., Fiske, S. T., Kervyn, N., Cuddy, A. J. C., Akande, A. D., Adetoun, B. E., Adewuyi, M. F., Tserere, M. M., Ramiah, A. A., Mastor, K. A., Barlow, F. K., Bonn, G., Tafarodi, R. W., Bosak, J., Cairns, E., Doherty, C., Capozza, D., Chandran, A., Chryssochoou, X., ... Storari, C. C. (2013). Nations’ income inequality predicts ambivalence in stereotype content: How societies mind the gap. British Journal of Social Psychology, 52(4), 726–746. https://doi.org/10.1111/bjso.12005
  • Freire, P. (1997). Pedagogía de la autonomía: Saberes necesarios para la práctica educativa (11ª Edición) [Pedagogy of autonomy: Knowledge necessary for educational practice, 11th ed.]. Siglo XXI. Foucault, M. (2010). The birth of biopolitics: Lectures at the Collège de France, 1978-1979. (M. Senellart, Ed.; . Picador. (Original work published 1979)
  • García-Carmona, M. (2014). Análisis de las percepciones sobre liderazgo y participación de las familias en asociaciones de madres y padres en contextos multiculturales. Un estudio comparativo entre Nueva York y Granada [Analysis of perceptions of leadership and participation of families in parents’ associations in multicultural contexts: A comparative study between New York and Granada] [Doctoral dissertation, Universidad de Granada, Spain].
  • García-Carmona, M. (2015). La educación actual: retos para el profesorado [Current education; Challenges for teachers]. Revista Ibero-Americana de Estudos em Educação, 10(4), 1199-1211.
  • García Carmona, M., Fernández De Álava, M., & Quesada Pallarés, C. (2017). Gender and leadership in Brazilian, Singaporean and Spanish secondary schools: An in-depth analysis based on the 2013 TALIS. In P. Miller (Ed.) Cultures of educational leadership: Global and intercultural perspectives (pp. 121-148). Palgrave MacMillan.
  • García-Carmona, M., Fuentes-Mayorga, N., & Rodríguez-García, A. M. (2021). Educational leadership for social justice in multicultural contexts: The case of Melilla, Spain. Leadership and Policy in Schools, 20(1), 76-94, DOI:10.1080/15700763.2020.1833939
  • García-Carmona, M., Moreno Guerrero, A. J., & Rodríguez García, A. M. (2022). Retrospective and prospective analysis on educational leadership: Indicators of productivity, dispersion, and content. Research in Educational Administration and Leadership, 7(2), 320-356. DOI: 10.30828/real.950445
  • Gardner, H. (1995). Leading minds: An anatomy of leadership. Basic Books.
  • Garfinkel, H. (2002). Ethnomethodology’s program: Working out Durkheim’s aphorism. Rowman and Littlefield.
  • Graeber, D. (2016). The utopia of rules: On technology, stupidity, and the secret joys of bureaucracy. Melville House.
  • Gramsci, A. (1971). Selections from the prison notebooks. (Q. Hoare & G. N. Smith, Eds. and Trans.). International.
  • Gurmu, T. G. (2020). Primary school principals in Ethiopia: Selection and preparation. Educational Management Administration and Leadership, 48(4), 651-681. doi:10.1177/1741143219836673
  • Habermas, J. (1984). The theory of communicative action: Reason and the rationalization of society (Vol. 1). (T. McCarthy, Trans.). Beacon Press.
  • Hall, S. (2016). Cultural studies 1983: A theoretical history. J. D. Slack & L. Grossberg (Eds.). Duke University Press.
  • Hazony, Y. (2012). The philosophy of Hebrew scripture. Cambridge University Press.
  • Husserl, E. (1970). The crisis of European sciences and transcendental phenomenology. Northwestern University Press.
  • Kirsch, T. G., & Dilley, R. (2015). Regimes of ignorance: An introduction. In R. Dilley & T. G. Kirsch (Eds.), Regimes of ignorance: Anthropological perspectives on the production and reproduction of non-knowledge (pp. 1-29). Berghahn.
  • Kundnani, A. (2023). What is anti-racism? And why it means anti-capitalism. Verso.
  • Lakomski, G. (2005). Managing without leadership: Towards a theory of organizational functioning. Elsevier.
  • Lawrence, D. H. (1950). Democracy. In R. Aldington (Ed.), Selected essays (pp. 73-95). Penguin Books.
  • Leithwood, K. & Day, C. (Ed.) (2007). Successful school leadership in times of change. Springer.
  • Lingis, A. (1994). The community of those who have nothing in common. Indiana University Press.
  • Lopez, A. E. (2020). Decolonizing educational leadership: Exploring alternative approaches to leading schools. Palgrave Macmillan.
  • Lorenzo Delgado, M. (2004). La función de liderazgo de la dirección escolar: Una competencia transversal [The leadership role of school management: A cross-disciplinary skill]. Enseñanza and Teaching, 22, 193-211.
  • Lortie, D. (2009). School principal: Managing in public. University of Chicago Press.
  • McCrum, R. (2010). Globish: How the English language became the world’s language. W. W. Norton and Company.
  • Miller, P. W., Roofe, C., & García-Carmona, M. (2019). School leadership, curriculum diversity, social justice and critical perspectives in education. In In P. S. Angelle, & D. Torrance (eds.) Cultures of social justice leadership: An intercultural context of schools (pp. 93-119). Palgrave Macmillan, Cham.
  • Morgan, G. (2006). Images of organizations. Sage.
  • Newton, P. M. (2004). Leadership lessons from jazz improvisation. International Journal of Leadership in Education, 7(1), 83-99.
  • Nietzsche, F. (1968). The will to power. W. Kaufman (Ed.) [W. Kaufman & R. J. Hollingdale, Trans]. Vintage Books.
  • Novak, J. M. (2002). Inviting educational leadership: Fulfilling potential and applying an ethical perspective to the educational process. Pearson Education.
  • Oplatka, I., & Arar, K. H. (2016). Leadership for social justice and the characteristics of traditional societies: Ponderings on the application of western-grounded models. International Journal of Leadership in Education, 19(3), 352-369. ‏ Rancière, J. (1991). The ignorant schoolmaster: Five lessons in intellectual emancipation. Stanford University Press.
  • Robinson, K. (2015). Escuelas creativas. La revolución que está transformado la educación. Penguin Random House.
  • Saltman, K. J., & Means, A. J. (2017). From “data‐driven” to “democracy‐driven” educational leadership: Navigating market bureaucracy and new technology in a post‐Fordist era. In D. Waite & I. Bogotch (Eds.) The Wiley international handbook of educational leadership (pp. 125-137). Wiley-Blackwell.
  • Shah, S. J. A. (2010). Re-thinking educational leadership: Exploring the impact of cultural and belief systems. International Journal of Leadership in Education, 13, 27-44.
  • Simmel, G. (1950). The sociology of Georg Simmel. K. H. Wolff [Ed. and Trans.). The Free Press.
  • Sloterdijk, P. (2013). You must change your life: On anthropotechnics [W. Hoban, Trans.]. Polity.
  • Smithson, M. (1989). Ignorance and uncertainty: Emerging paradigms. Springer-Verlag.
  • Sockett, H. (1987). Has Shulman got the strategy right? Harvard Educational Review, 57(2), 208-219.
  • Starratt, R. J. (1994). Building an ethical school: A practical response to the moral crisis in schools. Falmer Press.
  • Suárez-Ortega, M., García-Mingo, E., & Ruiz San-Román, J. A. (2012). When Español is not enough: Research, write, translate and publish or … perish. International Journal of Leadership in Education, 15, 463-482.
  • Wagner, J. (1990). Administrators as ethnographers: School as a context for inquiry and action. Anthropology and Education Quarterly, 21(3), 195-221.
  • Waite, D. (2009). LDR 2 LDR: University faculty communicating practice through theory. Journal of Leadership Studies, 3(2), 56-57.
  • Waite, D. (2010). Preparing educational leaders to serve a democratic society. Scholar-Practitioner Quarterly, 4(4), 367-370.
  • Waite, D. (2012). Editorial: Who controls our knowledge? International Journal of Leadership in Education, 15, 505-508.
  • Waite, D. (2014). Imperial hubris: The dark heart of leadership. Journal of School Leadership, 24, 1202-1232.
  • Waite, D. (2016). Of charlatans, sorcerers, alchemists, demagogues, profit-mongers, tyrants and kings: Educational reform and the death by a thousand cuts. Urban Review, 48, 123-148.
  • Waite, D. (2017). Writing in/and/of educational leadership: Reflections of a journal editor. Journal of Educational Administration and History, 49, 301-320.
  • Waite, D. (2022). On educational leadership as emancipatory practice: Problems and promises. Routledge.
  • Waite, D., & Arambula, H. (2020). In Defense of Education: Schooling, Teaching, Learning and Leading in Globalized Educational Contexts. Education and Society, 38(2), 21-36.
  • Waite, D., & Arar, K. (2020). Problematizing the social in social justice education. In R. Papa (Ed.), The Springer handbook on promoting social justice in education (pp. 169-192). Springer. https://doi.org/10.1007/978-3-319-74078-2_153-1
  • Waite, D., & Bogotch, I. (Eds.) (2017). The Wiley handbook of educational leadership. Wiley-Blackwell.
  • Walzer, M. (2002). The company of critics: Social criticism and political commitment in the twentieth century (2nd ed.). Basic Books.
  • Weick, K. E. (1976). Educational organizations as loosely coupled systems. Administrative Science Quarterly, 21(1), 1–19. https://doi.org/10.2307/2391875
  • Whyte, W. H. (1956). The organization man. Simon and Schuster.
  • Willis, P. E. (1981). Learning to labor: How working-class kids get working class jobs. Columbia University Press.
  • Woods, P. A. (2005). Democratic leadership in education. Paul Chapman.
  • Wright, E. O. (2010). Envisioning real utopias. Verso.
  • Wright, E. O. (2019). How to be an anti-capitalist in the 21st century. Verso.
  • Zuboff, S. (2019). The age of surveillance capitalism: The fight for a human future at the new frontier of power. Public Affairs.

Making Trouble in/for Educational Leadership

Year 2025, Volume: 10 Issue: 2, 258 - 293, 30.06.2025

Duncan Waite , Marina García-carmona

https://doi.org/10.30828/real.1569120

Abstract

This article presents critical and previously neglected perspectives in many current debates around education and educational leadership. Based on an interdisciplinary literature review we analyse the mission and the role of educational organizations in their commitment to an improvement in society. We examine the role of principals and other organizational members in the development of the educational organization they represent and how their understanding of the different factors which influence the exercise of educational leadership may or may not lead to a more just society. Our analysis highlights how these numerous and multivariate factors affect goal attainment, organizational and group members—teachers, students, and others—leadership, and leadership identity. Democracy, equality, capitalism, and social justice are some of the topics discussed. Change and change agent roles and status are considered, particularly tensions between insider and outsider critical friends and change agents. The article concludes with a discussion that revisit the concept educational leadership and bring back its essence. This ideas should be taken into account to design new education policies in a more informed way.

Keywords

Educational Leadership Principals Critical Approach Education policies and practices Society and Social Justice

References

  • Ajofrín, L. G. (2008, April 29). El liderazgo eficaz no reside en una sola persona, según la OCDE [Effective leadership does not reside in a single person, according to the OECD]. Magisnet. Retrieved from https://www.magisnet.com/2008/04/el-liderazgo-eficaz-no-reside-en-una-sola-persona-segaon-la-ocde/
  • Arendt, H. (1958). The human condition (2nd ed.). The University of Chicago Press.
  • Barad, K. M. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Duke University Press.
  • Biesta, G. (2019). What kind of society does the school need? Redefining the democratic work of schools in impatient times. Studies in Philosophy and Education. https://doi.org/10.1007/s11217-019-09675-y
  • Biesta, G. J. J. (2010). Good education in an age of measurement: Ethics, politics, democracy.Paradigm Publishers.
  • Biesta, G. J. J. (2014). The beautiful risk of education. Paradigm Publishers
  • Biesta, G. J. J. (2017). Educational leadership for what? An educational examination. In D. Waite & I. Bogotch (Eds.), The Wiley international handbook of educational leadership (pp. 15-27). Wiley Blackwell.
  • Bogotch, I. E. (2012). Introduction: Who controls our knowledge? International Journal of Leadership in Education, 15, 403-406.
  • Bourdieu, P. (2013). Outline of a theory of practice (R. Nice, Trans). Cambridge University Press. (Original work published 1977)
  • Bourdieu, P. (1987). What makes a social class? On the theoretical and practical existence of groups. Berkeley Journal of Sociology, 32, 1-17.
  • Bourdieu, P., & Passeron, J. C. (1990). Reproduction in education, society and culture (2nd ed.). Sage.
  • Burke, P. (2000). A social history of knowledge: From Gutenberg to Diderot. Polity Press.
  • Burke, P. (2012). A social history of knowledge II: From the encyclopedia to Wikipedia. Polity Press.
  • Burke, P. (2016). What is the history of knowledge? Polity Press.
  • Cáceres, M. P., Trujillo-Torres, J. M., Hinojo-Lucena, F. J., Aznar, I., & García-Carmona, M. (2012). Tendencias actuales de género y el liderazgo de la dirección en los diferentes niveles educativos. Educar, 48(1), 0069-89.
  • Cheney, D. L., & Seyfarth, R. M. (2007). Baboon metaphysics: The evolution of a social mind. The University of Chicago Press.
  • Crotty, M. (1998). The foundations of social research: Meaning and perspectives in the research process. Sage.
  • Cuddy, A. J. C., Kohut, M., & Neffinger, J. (2013). Connect, then lead. Harvard Business Review, 55-61.
  • Csikszentmihalyi, M., & Wolfe, R. (2000). New conceptions and research approaches to creativity: Implications of a systems perspective for creativity in education. In K. A. Heller, F. J. Mönks, R. J. Sternberg, & R. F. Subotnik (Eds.). International Handbook of Giftedness and Talent (2nd ed.) (pp. 81-93). Elsevier Science.
  • Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. The Free Press.
  • Durante, F., Fiske, S. T., Kervyn, N., Cuddy, A. J. C., Akande, A. D., Adetoun, B. E., Adewuyi, M. F., Tserere, M. M., Ramiah, A. A., Mastor, K. A., Barlow, F. K., Bonn, G., Tafarodi, R. W., Bosak, J., Cairns, E., Doherty, C., Capozza, D., Chandran, A., Chryssochoou, X., ... Storari, C. C. (2013). Nations’ income inequality predicts ambivalence in stereotype content: How societies mind the gap. British Journal of Social Psychology, 52(4), 726–746. https://doi.org/10.1111/bjso.12005
  • Freire, P. (1997). Pedagogía de la autonomía: Saberes necesarios para la práctica educativa (11ª Edición) [Pedagogy of autonomy: Knowledge necessary for educational practice, 11th ed.]. Siglo XXI. Foucault, M. (2010). The birth of biopolitics: Lectures at the Collège de France, 1978-1979. (M. Senellart, Ed.; . Picador. (Original work published 1979)
  • García-Carmona, M. (2014). Análisis de las percepciones sobre liderazgo y participación de las familias en asociaciones de madres y padres en contextos multiculturales. Un estudio comparativo entre Nueva York y Granada [Analysis of perceptions of leadership and participation of families in parents’ associations in multicultural contexts: A comparative study between New York and Granada] [Doctoral dissertation, Universidad de Granada, Spain].
  • García-Carmona, M. (2015). La educación actual: retos para el profesorado [Current education; Challenges for teachers]. Revista Ibero-Americana de Estudos em Educação, 10(4), 1199-1211.
  • García Carmona, M., Fernández De Álava, M., & Quesada Pallarés, C. (2017). Gender and leadership in Brazilian, Singaporean and Spanish secondary schools: An in-depth analysis based on the 2013 TALIS. In P. Miller (Ed.) Cultures of educational leadership: Global and intercultural perspectives (pp. 121-148). Palgrave MacMillan.
  • García-Carmona, M., Fuentes-Mayorga, N., & Rodríguez-García, A. M. (2021). Educational leadership for social justice in multicultural contexts: The case of Melilla, Spain. Leadership and Policy in Schools, 20(1), 76-94, DOI:10.1080/15700763.2020.1833939
  • García-Carmona, M., Moreno Guerrero, A. J., & Rodríguez García, A. M. (2022). Retrospective and prospective analysis on educational leadership: Indicators of productivity, dispersion, and content. Research in Educational Administration and Leadership, 7(2), 320-356. DOI: 10.30828/real.950445
  • Gardner, H. (1995). Leading minds: An anatomy of leadership. Basic Books.
  • Garfinkel, H. (2002). Ethnomethodology’s program: Working out Durkheim’s aphorism. Rowman and Littlefield.
  • Graeber, D. (2016). The utopia of rules: On technology, stupidity, and the secret joys of bureaucracy. Melville House.
  • Gramsci, A. (1971). Selections from the prison notebooks. (Q. Hoare & G. N. Smith, Eds. and Trans.). International.
  • Gurmu, T. G. (2020). Primary school principals in Ethiopia: Selection and preparation. Educational Management Administration and Leadership, 48(4), 651-681. doi:10.1177/1741143219836673
  • Habermas, J. (1984). The theory of communicative action: Reason and the rationalization of society (Vol. 1). (T. McCarthy, Trans.). Beacon Press.
  • Hall, S. (2016). Cultural studies 1983: A theoretical history. J. D. Slack & L. Grossberg (Eds.). Duke University Press.
  • Hazony, Y. (2012). The philosophy of Hebrew scripture. Cambridge University Press.
  • Husserl, E. (1970). The crisis of European sciences and transcendental phenomenology. Northwestern University Press.
  • Kirsch, T. G., & Dilley, R. (2015). Regimes of ignorance: An introduction. In R. Dilley & T. G. Kirsch (Eds.), Regimes of ignorance: Anthropological perspectives on the production and reproduction of non-knowledge (pp. 1-29). Berghahn.
  • Kundnani, A. (2023). What is anti-racism? And why it means anti-capitalism. Verso.
  • Lakomski, G. (2005). Managing without leadership: Towards a theory of organizational functioning. Elsevier.
  • Lawrence, D. H. (1950). Democracy. In R. Aldington (Ed.), Selected essays (pp. 73-95). Penguin Books.
  • Leithwood, K. & Day, C. (Ed.) (2007). Successful school leadership in times of change. Springer.
  • Lingis, A. (1994). The community of those who have nothing in common. Indiana University Press.
  • Lopez, A. E. (2020). Decolonizing educational leadership: Exploring alternative approaches to leading schools. Palgrave Macmillan.
  • Lorenzo Delgado, M. (2004). La función de liderazgo de la dirección escolar: Una competencia transversal [The leadership role of school management: A cross-disciplinary skill]. Enseñanza and Teaching, 22, 193-211.
  • Lortie, D. (2009). School principal: Managing in public. University of Chicago Press.
  • McCrum, R. (2010). Globish: How the English language became the world’s language. W. W. Norton and Company.
  • Miller, P. W., Roofe, C., & García-Carmona, M. (2019). School leadership, curriculum diversity, social justice and critical perspectives in education. In In P. S. Angelle, & D. Torrance (eds.) Cultures of social justice leadership: An intercultural context of schools (pp. 93-119). Palgrave Macmillan, Cham.
  • Morgan, G. (2006). Images of organizations. Sage.
  • Newton, P. M. (2004). Leadership lessons from jazz improvisation. International Journal of Leadership in Education, 7(1), 83-99.
  • Nietzsche, F. (1968). The will to power. W. Kaufman (Ed.) [W. Kaufman & R. J. Hollingdale, Trans]. Vintage Books.
  • Novak, J. M. (2002). Inviting educational leadership: Fulfilling potential and applying an ethical perspective to the educational process. Pearson Education.
  • Oplatka, I., & Arar, K. H. (2016). Leadership for social justice and the characteristics of traditional societies: Ponderings on the application of western-grounded models. International Journal of Leadership in Education, 19(3), 352-369. ‏ Rancière, J. (1991). The ignorant schoolmaster: Five lessons in intellectual emancipation. Stanford University Press.
  • Robinson, K. (2015). Escuelas creativas. La revolución que está transformado la educación. Penguin Random House.
  • Saltman, K. J., & Means, A. J. (2017). From “data‐driven” to “democracy‐driven” educational leadership: Navigating market bureaucracy and new technology in a post‐Fordist era. In D. Waite & I. Bogotch (Eds.) The Wiley international handbook of educational leadership (pp. 125-137). Wiley-Blackwell.
  • Shah, S. J. A. (2010). Re-thinking educational leadership: Exploring the impact of cultural and belief systems. International Journal of Leadership in Education, 13, 27-44.
  • Simmel, G. (1950). The sociology of Georg Simmel. K. H. Wolff [Ed. and Trans.). The Free Press.
  • Sloterdijk, P. (2013). You must change your life: On anthropotechnics [W. Hoban, Trans.]. Polity.
  • Smithson, M. (1989). Ignorance and uncertainty: Emerging paradigms. Springer-Verlag.
  • Sockett, H. (1987). Has Shulman got the strategy right? Harvard Educational Review, 57(2), 208-219.
  • Starratt, R. J. (1994). Building an ethical school: A practical response to the moral crisis in schools. Falmer Press.
  • Suárez-Ortega, M., García-Mingo, E., & Ruiz San-Román, J. A. (2012). When Español is not enough: Research, write, translate and publish or … perish. International Journal of Leadership in Education, 15, 463-482.
  • Wagner, J. (1990). Administrators as ethnographers: School as a context for inquiry and action. Anthropology and Education Quarterly, 21(3), 195-221.
  • Waite, D. (2009). LDR 2 LDR: University faculty communicating practice through theory. Journal of Leadership Studies, 3(2), 56-57.
  • Waite, D. (2010). Preparing educational leaders to serve a democratic society. Scholar-Practitioner Quarterly, 4(4), 367-370.
  • Waite, D. (2012). Editorial: Who controls our knowledge? International Journal of Leadership in Education, 15, 505-508.
  • Waite, D. (2014). Imperial hubris: The dark heart of leadership. Journal of School Leadership, 24, 1202-1232.
  • Waite, D. (2016). Of charlatans, sorcerers, alchemists, demagogues, profit-mongers, tyrants and kings: Educational reform and the death by a thousand cuts. Urban Review, 48, 123-148.
  • Waite, D. (2017). Writing in/and/of educational leadership: Reflections of a journal editor. Journal of Educational Administration and History, 49, 301-320.
  • Waite, D. (2022). On educational leadership as emancipatory practice: Problems and promises. Routledge.
  • Waite, D., & Arambula, H. (2020). In Defense of Education: Schooling, Teaching, Learning and Leading in Globalized Educational Contexts. Education and Society, 38(2), 21-36.
  • Waite, D., & Arar, K. (2020). Problematizing the social in social justice education. In R. Papa (Ed.), The Springer handbook on promoting social justice in education (pp. 169-192). Springer. https://doi.org/10.1007/978-3-319-74078-2_153-1
  • Waite, D., & Bogotch, I. (Eds.) (2017). The Wiley handbook of educational leadership. Wiley-Blackwell.
  • Walzer, M. (2002). The company of critics: Social criticism and political commitment in the twentieth century (2nd ed.). Basic Books.
  • Weick, K. E. (1976). Educational organizations as loosely coupled systems. Administrative Science Quarterly, 21(1), 1–19. https://doi.org/10.2307/2391875
  • Whyte, W. H. (1956). The organization man. Simon and Schuster.
  • Willis, P. E. (1981). Learning to labor: How working-class kids get working class jobs. Columbia University Press.
  • Woods, P. A. (2005). Democratic leadership in education. Paul Chapman.
  • Wright, E. O. (2010). Envisioning real utopias. Verso.
  • Wright, E. O. (2019). How to be an anti-capitalist in the 21st century. Verso.
  • Zuboff, S. (2019). The age of surveillance capitalism: The fight for a human future at the new frontier of power. Public Affairs.
There are 80 citations in total.

Details

Primary Language English
Subjects Leadership in Education
Journal Section Articles
Authors

Duncan Waite

Marina García-carmona

Early Pub Date April 20, 2025
Publication Date June 30, 2025
Submission Date October 17, 2024
Acceptance Date April 9, 2025
Published in Issue Year 2025 Volume: 10 Issue: 2

Cite

APA Waite, D., & García-carmona, M. (2025). Making Trouble in/for Educational Leadership. Research in Educational Administration and Leadership, 10(2), 258-293. https://doi.org/10.30828/real.1569120
AMA Waite D, García-carmona M. Making Trouble in/for Educational Leadership. REAL. June 2025;10(2):258-293. doi:10.30828/real.1569120
Chicago Waite, Duncan, and Marina García-carmona. “Making Trouble in/For Educational Leadership”. Research in Educational Administration and Leadership 10, no. 2 (June 2025): 258-93. https://doi.org/10.30828/real.1569120.
EndNote Waite D, García-carmona M (June 1, 2025) Making Trouble in/for Educational Leadership. Research in Educational Administration and Leadership 10 2 258–293.
IEEE D. Waite and M. García-carmona, “Making Trouble in/for Educational Leadership”, REAL, vol. 10, no. 2, pp. 258–293, 2025, doi: 10.30828/real.1569120.
ISNAD Waite, Duncan - García-carmona, Marina. “Making Trouble in/For Educational Leadership”. Research in Educational Administration and Leadership 10/2 (June 2025), 258-293. https://doi.org/10.30828/real.1569120.
JAMA Waite D, García-carmona M. Making Trouble in/for Educational Leadership. REAL. 2025;10:258–293.
MLA Waite, Duncan and Marina García-carmona. “Making Trouble in/For Educational Leadership”. Research in Educational Administration and Leadership, vol. 10, no. 2, 2025, pp. 258-93, doi:10.30828/real.1569120.
Vancouver Waite D, García-carmona M. Making Trouble in/for Educational Leadership. REAL. 2025;10(2):258-93.
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