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Critical New Directions in Educational Leadership

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This article suggests three critical, new directions scholars and practitioners in the field should consider. Based upon the premise that education and educational leadership lag behind, yet follow global intellectual developments, the directions suggested in this article build upon work or projects already begun, though not necessarily applied to educational leadership. The three critical, new directions discussed in this article include: (1) the re-integration of the human subject, including attention to the spiritual; (2) more widespread and robust ethnographies of educational leadership, with consideration of the advantages to be had through development of an “ethnographic disposition” in educational leaders; and (3) a call for the radical reorganization of school organizations, including the elimination of educational bureaucracies.
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Document Type: Research Article

Affiliations: Southwest Texas State University

Publication date: 2002-01-01

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  • Education and Society provides a forum, where teachers and scholars throughout the world, are able to evaluate current issues and problems in education and society from a balanced and comparative social, cultural and economic perspective.

    Education and Society, a fully refereed journal, is used by teachers, academics, research scholars, educational administrators and graduate students.
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