Learning to Lead in Early Childhood Education

Erscheinungsjahr 2023
ISBN: 978-1-009-01018-4
Verlag: Cambridge University Press

Buch, Englisch, 250 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 236 g

Learning to Lead in Early Childhood Education makes a major new contribution to the educational leadership literature in early childhood education. Three sharply contrasting theoretical and methodological approaches are explained, each with an accompanying case study as a separate chapter. This allows readers to clearly see the relationship between theory, research, and practice, including theory-driven approaches to analysis. By drawing the case studies from three countries – Australia, Norway, and Aotearoa New Zealand, including one involving Indigenous participants – this book allows readers to learn about early childhood leadership policy and cultures in settings with different languages, histories, and national contexts. It will appeal to early childhood centre leaders, early childhood education and leadership academics, and post-graduate students in educational leadership interested in the potential of – and for – multiple approaches to leadership research and learning in early childhood education.

Autoren/Hrsg.

Nuttall, Joce

Reinertsen, Anne B

Armstrong-Read, Arvay Hinemoa

Fachgebiete

• Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie Pädagogische Psychologie
• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie

Inhaltsverzeichnis

1. The impetus for this book: our early childhood leadership think tank; 2. Nau mai e Hine ki te Aoturoa a tou tupuna a Tanematuai tiki ai ki roto o Matangireia i a Io Matangaro, i roto o Rangiatea a whata ana; 3. Te Kete Aronui – harmful knowledge: colonization, racism, and white privilege in the lives of Ma¯ori women – leading in mainstream early childhood centres in Aotearoa, New Zealand; 4. Leadership as change: immanent knowledge practices for emergent educational leaderships and organizational learning; 5. Knowledge possibilizing: a transgressional learning and leadership model; 6. A cultural-historical activity theory perspective on learning to lead; 7. Leading organizational change: the case of Haneul Early Learning Centre; 8. A conversation between approaches: no gifts, no comparisons, just enough food for thought – He whakawhiti whakaaro korero.

Über Autor(innen)

Armstrong-Read, Arvay Hinemoa
Arvay Hinemoa Armstrong-Read is an Indigenous scholar and a Mareikura researcher based in Aotearoa, New Zealand. Arvay recently completed her Ph.D. with Monash University, Australia. Arvay's research interests focus on Indigenous knowledge systems, Tupuna matauranga, Kaupapa Maori theory, Mana wahine leadership, leadership, and the Taiao. Her work has extended to collaboration on research projects with Haukainga, Hapu, and colleagues in Aotearoa New Zealand.

Reinertsen, Anne B
Anne B. Reinertsen is a Professor at Østfold University College, Norway. Anne's research focuses on philosophy of education, knowledges of practice, subjective professionalism, academic writing, leadership, materiality of language, and new configurations of research methodologies.

Nuttall, Joce
Joce Nuttall is a Research Professor at Australian Catholic University, Australia, and a Fellow of the Australian Teacher Education Association. Joce's research focuses on professional learning in early childhood education, mainly in Aotearoa New Zealand and Australia, and through collaboration with colleagues in England, Norway, and South Korea.