Reading List

The relational research program builds on a substantial and diverse body of existing knowledge. It integrates insights from French social theory (particularly that of Pierre Bourdieu), relational sociology (e.g., Francois Depelteau, Pierpaolo Donati, Nick Crossley), philosophy, organizational studies, critical management studies, political science, public administration, history and given our disciplinary location, recognized educational administration thinkers such as Richard Bates, Colin Evers and Gabriele Lakomski, Thomas Barr Greenfield, and contemporaries such as Helen Gunter, Pat Thomson, John Smyth and Fenwick English.

 

This reading list in the making contains texts explicitly engaging with the that are thematically relevant to the relational research program. As the body of literatures continues to grow, the intent is to eventually generate a database enabling online search, tagging, and entry.

 

Relational literatures

Bogotch, I., Bauer, S., & Su-Keene, E. (2019). New beginnings, repeated: The continuing search for educational leadership. Research in Educational Administration and Leadership.

Branson, C.M. & Marra, M (2019). Leadership as a relational phenomenon: What this means in practice. Research in Educational Administration and Leadership.

Bush, T. (2018). Relational leadership: New thinking or established ideas in “new clothes”. In S. Eacott, Beyond leadership: A relational approach to organizational theory in education. Singapore: Springer.

Crawford, M. (2016). How can both scholars and school leaders engage with educational leadership from a relationally perspective?. Journal of Educational Administration and Foundations, 25(2), 53-59.

Eacott, S. (2015). Educational leadership relationally: A theory and methodology for educational leadership, management and administration. Rotterdam, The Netherlands: Sense Publishers.

Eacott, S. (2015). Sociological approaches to scholarship in educational leadership, management and administration. In D. Burgess & P. Newton (Eds.), Theoretical foundations of educational administration and leadership (pp. 279-300). London: Routledge.

Eacott, S. (2015). The principalship, autonomy, and after. Journal of Educational Administration and History, 47(4), 414-431.

Eacott, S. (Ed.) (2016). Educational leadership relationally: Justifying relational approaches. Journal of Educational Administration and Foundations, 25(2), 1-70.

Elonga Mboyo, J.P. (2019). Moving forward amidst the swirls: Reframing the relational approach as a step ‘beyond’ leadership. Research in Educational Administration and Leadership.

English, F.W. (2018). Relational goods, democracy, and the paradox of epistemic privilege. In S. Eacott, Beyond leadership: A relational approach to organizational theory in education. Singapore: Springer.

Gunter, H.M. (2018). Advancing the intellectual development of the field. In S. Eacott, Beyond leadership: A relational approach to organizational theory in education. Singapore: Springer.

Gurr, D.M. (2019). Educational leadership research: is there a compelling reason to change? Research in Educational Administration and Leadership.

Kim, T. (2018). Beyond leadership – a relational approach to organizational theory in education. Journal of Educational Administration and History.

Oplatka, I. (2016). Educational administration and the relational approach: Can we suffice contextual-based knowledge production? Journal of Educational Administration and Foundations, 25(2), 41-52.

Palmero, J. (2018). Beyond leadership – a relational approach to organizational theory in education. Journal of Organizations and Educational Leadership 4(2), 3.

Riveros, G. (2016). Thinking relationally about the ‘school leader’. Journal of Educational Administration and Foundations, 25(2), 15-24.

Wallin, D. (2016). Productive conversations from a feminist perspective. Journal of Educational Administration and Foundations, 25(2), 25-40.

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