Eacott Papers

Below is a list of papers by A/Prof Eacott explicitly mobilising the relational approach:

Eacott, S. (2021). Educational leadership research, Twitter and curation of followership. Leadership, Education, Personality: An Interdisciplinary Journal, https://doi.org/10.1365/s42681-020-00016-z

Eacott, S. (2020). François Dépelteau and the generation of a relational intellectual community. Digithum. https://doi.org/10.7238/d.v0i26.374154 

Eacott, S. (2020). The principalship as a social relation. In R. Niesche & A. Heffernan (Eds.), Researching identity and subjectivity in educational leadership. London: Routledge.

Eacott, S. (2020). How not to be seduced by common-sense. In J.S. Brooks, & A. Heffernan, (Eds.), The school leadership survival guide: what to do when things go wrong, how to learn from mistakes, and why you should prepare for the worst. Charlotte, NC: Information Age Publishing.

Eacott, S. (2019). Educational leadership research and the dismantling of public education: A relational approach. In J. Wilkinson, R. Niesche, & S. Eacott (Eds.), Challenges for public education: Reconceptualising educational leadership, policy and social justice as resources for hope. London: Routledge.

Eacott, S. (2018). What if we flipped school leadership? In D.M. Netolicky, J. Andrews, & C. Paterson (Eds.), Flip the system Australia. London: Routledge.

Eacott, S. (2018). Beyond the normative: theorizing maladministration relationally. In E. Samier & P. Milley (Eds.), Maladministration in education: theories, research and critiques (pp. 79-92). London: Routledge.

Eacott, S. (2018). Relations, organizing, leadership and education. In F. Depealteau (Ed.), The Palgrave Handbook of Relational Sociology. New York, NY: Palgrave.

Eacott, S. (2017). Performance does not equal leadership: Shifting institutional research performance. In J.S. Brooks & A. Normore (Eds.), The dark side of leadership: Identifying and overcoming unethical practice in organizations (pp. 177-194). Bingley, UK: Emerald.

Eacott, S. (2017). Beyond leadership: towards a ‘relational’ way of thinking. In G. Lakomski, S. Eacott & C.W. Evers (Eds.), Questioning leadership: new directions for educational organisations (pp. 17-30). New York, NY: Routledge.

Eacott, S. (2016). Demythologising ‘leadership’: the Trojan Horse of managerialism. In E. Samier (Eds.) Ideologies and educational leadership (pp. 159-175). London: Routledge.

Eacott, S. (2016). Disrupting production: Seeding the practice of questioning. In A. Ellis (Ed.) EdD as incubators for social justice leadership. 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. (Onlinefirst). Theoretical notes on a relational approach to principals’ time use. Journal of Educational Administration and History.

Eacott, S. (2018). What is an output worth these days? The shifting value of academic labourCritical Studies in Education.

Eacott, S. (2017). A social epistemology for educational administration and leadership. Journal of Educational Administration and History, 49(4).

Eacott, S. (2016). Advancing the relational research program. Journal of Educational Administration and Foundations, 25(2), 59-70.

Eacott, S. (2016). Methodological notes on the study of educational administration and leadership relationally. Journal of Educational Administration and Foundations, 25(2), 3-14.

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

Eacott, S. & Hodges, K. (2014). The generative temporality of teaching under revision. Critical Studies in Education, 55(3), 289-302.

Eacott, S. & Norris, J. (2014). Management rhetoric, accountability and contemporary school leadership in Australia. Leadership and Policy in Schools, 13(2), 169-187.

Eacott, S. (2013). ‘Leadership’ and the social: time, space and the epistemic. International Journal of Educational Management, 27(1), 91-101.