Feminist Perspectives on Contemporary Educational Leadership

Cover
Endorsement Page
Half Title
Series Page
Title Page
Copyright Page
Dedication
Table of Contents
Series Editor Foreword
Acknowledgements
Part I: Mapping feminist perspectives in educational leadership, management and administration (ELMA)
	Chapter 1: Waves of feminism
		Introduction – A resurgence of interest
		Feminist theory and waves of feminism
			Pre-first-wave feminism
			First-wave feminism
			Second-wave feminism
			Third-wave feminism
			Fourth-wave feminism
			Global perspectives
		The research projects
		Outline of the book
		Summary
		References
	Chapter 2: Feminist theory and educational leadership: A review of selected literature
		Introduction
		Five maps and their frames of reference
			A geographical map
			A theory map
			An empirical map
			A map of feminist leadership praxis
			A chronological map
				First-wave feminism and ELMA
			Second-wave feminism and ELMA
				Third-wave feminism and ELMA
				Fourth-wave feminism and ELMA
		Time lags, synchronicities and leading scholarship
		Implications for ELMA
		Summary
		References
Part II: Using feminist theories in ELMA research
	Chapter 3: Intersectionality and Black British feminism
		Introduction
		Intersectionality
		A Black British feminist perspective
		Multiple dimensions of headteacher identity practice
			Diasporic histories
				Belongingness
				Self-definition and cultural preservation
				Educational and professional success – exercising agency
				Seeking, seizing and creating opportunities to challenge gendered racism/raced sexism
		Implications for ELMA
		Summary
		References
	Chapter 4: Islam and feminism
		Introduction
		Religion and education
		Islam and feminism
		Gender, Islam and educational leadership management and administration (ELMA)
		Three Muslim women headteachers
			Saeeda
			Nazia
			Hasna
		Gender and Islam in ELMA
			The permeability of boundaries
			Multiple critique
			Complexity and heterogeneity
			The implications for ELMA
		Summary
		References
	Chapter 5: Queer theory and feminism
		Introduction
		The UK context
			Queer theory and feminism
			Queer theory and ELMA
		The #WomenEd research
		Queer(y)ing or reifying (hetero)normativity?
			Sexuality
			Gender
			Feminism
		Implications for ELMA
		Summary
		References
	Chapter 6: Applying critical leadership
		Introduction
		‘Race’ and education in the UK
		Recognising assets
			Applied critical leadership
			Funds of knowledge
			Community cultural wealth
			Funds of identity
		Assets-informed critical leadership
			Nicola’s lesson
			Saeeda’s leadership praxis
		Variability – reports, resistance and representation
			The research process
			Dominant discourses about education, race and social justice
			The burden of representation
		Implications for ELMA
		Summary
		References
Part III: Gender-related issues in ELMA
	Chapter 7: Digital feminism
		Introduction
		A network for women leaders
		Digital feminism
		#WomenEd front-of-stage: Growing a network
			Lost leaders planning for action
			Front-of-stage feminists and activists?
			A male backlash
			#WomenEd backstage: Responding to the backlash
			#WomenEd offstage: identifying as activists and feminists (or not)
			Identifying as activist
				Speaking up and speaking back
				Changing practice
				Moving on
			Identifying as feminist
		An improvised movement
			Backstage to front-of-stage
			Going backstage, offstage and taking to a different stage: silence and absence
		Implications for ELMA
		Summary
		References
	Chapter 8: Men and pro-feminism
		Introduction
		What’s in a label?
		Leaders in gender and education
			The personal
			The work
			The political
			The theoretical
			Pro-feminism and ELMA
		Men and #WomenEd
			Personal
			Work
			Political
			Theoretical
		A strategic inclusionary alliance
			Being strategic
			Being inclusionary
			An alliance
		Implications for ELMA
		Summary
		References
	Chapter 9: Femonationalism: The ‘Trojan Horse’ affair
		Introduction
		The so-called ‘Trojan Horse’ affair
		Femonationalism
		Interest convergence
			Media accounts
			Lines of inquiry and a disciplinary mechanism
				Are girls second-class citizens?
				Sex and relationships education and pastoral care
				Staff accounts of sex discrimination
		Ideological formation
			The opportunity to say the unspeakable
		Education and the neoliberal political economy
			Working with Muslim women and girls in Birmingham schools
				Building relationships
				Identity construction
				Whose views are valued?
		Racialising sexism and sexualising racism/gendering Islamophobia
			Men, women and girls
		Implications for ELMA
		Summary
		References
Part IV: Next steps for feminist scholars in ELMA
	Chapter 10: Whose feminist theory?
		Introduction
		A fourth-wave feminist perspective on contemporary educational leadership
		Intersectionality in ELMA
		Looking through a lens of simultaneity
			The simultaneity of multidimensional identity practice
			The simultaneity of identity, institutional, social and postcolonial practices
			The simultaneity of pain and power
		The inclusivity of intersectionality
		Affective temporality as a motivating factor
		Feminist leadership praxis
		Implications for ELMA
		Summary
		References
Index