By Jill Blackmore
Acting and Reforming Leaders seriously analyzes how ladies negotiate the dilemmas they face in management and managerial roles in Australian colleges, universities, and carrying on with schooling. to satisfy the commercial wishes of the post-welfare kingdom kingdom of the previous decade, Australian schooling platforms have been restructured, and this restructuring coincided with many woman lecturers and teachers getting into heart administration as switch brokers. The authors study how new managerialism and markets in schooling remodeled how teachers and academics did their paintings, and in flip replaced the character of academic management in ways in which have been dissonant with the management practices and values girls dropped at the task. whereas principally interested in Australia, appearing and Reforming Leaders strongly resonates with the studies of leaders within the usa and different countries that experience passed through related academic reforms in fresh a long time.
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Extra resources for Performing and Reforming Leaders: Gender, Educational Restructuring, and Organizational Change
The gendering of organization involves a struggle over meaning, identity and difference . . [and] such struggles reproduce social realities that privilege certain interests” (Ashcraft and Mumby 2004, xv). While multiple narratives of masculinity and femininity offering different versions of the self and others circulate, indicating their instability and lack of uniformity, “in practice they yield differential and consequential access to power and resistance” (xvi). Most often leadership is suffused with masculine images as the norm.
Organizations enact a set of changing relationships that at any one time appear to assume a dominant expression or narrative (often referred to as “culture”). Embedded in dominant institutional narratives are patterns of assumptions, not tangible or visible, that members of an organization develop to cope with its problems and daily lives, into which new members are partially inducted, adopting and adapting those discourses that make sense to them. These are usually not the expression of dominant philosophies or values made explicit in mission statements.
Ironically, as skill requirements were rising, payment for skill was declining as individuals had to invest more in education and training only to receive lower rewards (Ferrier and Selby-Smith 1995). Education was set to be “rationalized” and vocationalized in ways that realigned the sectors in relation to each other and tightly coupled education to national economic interests. The early 1990s saw moves toward a unified national system of higher education, national school curriculum frameworks, standardized testing, and a national open training market in which private and public providers competed for competitive tenders for training programs (Lingard et al.
Performing and Reforming Leaders: Gender, Educational Restructuring, and Organizational Change by Jill Blackmore