Gender, Identity and Educational Leadership

Kay Fuller is Associate Professor of Educational Leadership in the Centre for Research in Educational Leadership and Management at the University of Nottingham, UK.

Kay Fuller has provided a thought-provoking and insightful analysis of the intersectionality of gender, identity and educational leadership. Drawing on post-structuralist theories and interview data with female and male school leaders, Kay traces ways in which personal histories and contexts impact on head teachers' professional lives and understandings. Importantly, the misrecognitions that Kay documents offer researchers in the field a challenging agenda for future work. Tanya Fitzgerald, Professor of Educational Leadership, Management and History, La Trobe University, Australia This book advances the study of educational leadership. Kay Fuller takes forward our thinking and understanding of gender, class and ethnicity as they relate to the role and function of the head teacher using a theoretical framework that breaks fresh ground for the field. I commend this book to all those concerned with social justice in educational leadership. Marianne Coleman, Emeritus Reader in Educational Leadership and Management, Institute of Education, University of London, UK Kay Fuller is researching and writing within an important tradition in socially critical leadership studies. This book enables the voices of professionals to speak loudly about gender, race and social class, and in ways that illuminate the relationship between values and practice. At a time when we are all meant to make a difference through delivering measurable outcomes, Kay Fuller demonstrates that this cannot take place without a theory and practice of difference. The field of educational leadership must now do research and professional preparation differently as a result of this book, where training and development has to begin with diversity and intersectionality. Helen Gunter, Professor of Education Policy, The Manchester Institute of Education, University of Manchester, UK

• Acknowledgements List of tables1. Context and Rationale2. Gender and Educational Leadership3. Values-led Leadership 4. What Diversity Means to Headteachers: Gender5. What Diversity Means to Headteachers: Social Class6. What Diversity Means to Headteachers: Ethnicity7. ConclusionReferencesAppendicesIndex