Steven J. Courtney is Professor of Sociology of Education Leadership and is currently Research Director of the Manchester Institute of Education (MIE), UK.Paul W. Armstrong is Reader in Education and Associate Director for Business Impact at the School of Education, Environment and Development (SEED), University of Manchester, UK. Amanda McKay is a Senior Lecturer in Education at the Manchester Institute of Education, UK.

The UK has just ushered in a landslide political tsunami under the simple slogan change. This book is a clarion call and a harbinger for a paradigmatic change in a new critical research methodology in education leadership and policy scholarship. May it have the same effect!

• Introduction: Critical Education Leadership and Policy Scholarship: Introducing a New Research Methodology; Paul W. Armstrong, Steven J. Courtney and Amanda McKay Chapter 1. Adumbrating Critical Education Leadership and Policy Scholarship as a New Research Methodology; Steven J. Courtney Chapter 2. Leading in a Crisis of Public Truth: How School Leaders are Navigating Lying in Politics; Belinda C. Hughes Chapter 3. From Policy Entrepreneur to Policy Receiver: How Multi-Academy Trusts Structure School Leaders as Policy Actors; Mark Innes Chapter 4. Bounded by Professionalised Practices of Governance? Making Sense of Parents’ Stories of Becoming a School Governor; Joanne Doherty Chapter 5. Fitting into the Ideal ‘Academic and Innovative’ Leadership Discourse—Structural Influences Faced by Women Leaders in HEIs in China; Zeya Li Chapter 6. Establishing a Culture of Care: The Responsibility of Educational Leadership; Sarah Bibi and Stephen M. Rayner Chapter 7. The Corporatisation of Parental Engagement in Multi-Academy Trust Leadership in Subordinated Communities: Thinking with Bourdieu’s Field Theory; Karen Broadhurst Healey Chapter 8. Senior Leaders Doing Policy Narration in Social Research Projects; Craig Skerritt Chapter 9. A Critical Analysis of Executive Principal Leadership in China’s Formal Multi-School Collaborations; Pinyan Lin Chapter 10. Leading as Radicalism under the Long Shadow of Gove’s School Desk; Alex McTaggart Chapter 11. Responding to the Hyperlocal Turn in Education: What Role is there for Professionally Led Research–Practice Partnerships in Place-Based Policy Enactment?; Claire Forbes and Kirstin Kerr Afterword: A Way Forward for CELPS?; Helen M. Gunter

Steven J. Courtney is Professor of Sociology of Education Leadership and is currently Research Director of the Manchester Institute of Education (MIE), UK.Paul W. Armstrong is Reader in Education and Associate Director for Business Impact at the School of Education, Environment and Development (SEED), University of Manchester, UK. Amanda McKay is a Senior Lecturer in Education at the Manchester Institute of Education, UK.

The UK has just ushered in a landslide political tsunami under the simple slogan change. This book is a clarion call and a harbinger for a paradigmatic change in a new critical research methodology in education leadership and policy scholarship. May it have the same effect!

• Introduction: Critical Education Leadership and Policy Scholarship: Introducing a New Research Methodology; Paul W. Armstrong, Steven J. Courtney and Amanda McKay Chapter 1. Adumbrating Critical Education Leadership and Policy Scholarship as a New Research Methodology; Steven J. Courtney Chapter 2. Leading in a Crisis of Public Truth: How School Leaders are Navigating Lying in Politics; Belinda C. Hughes Chapter 3. From Policy Entrepreneur to Policy Receiver: How Multi-Academy Trusts Structure School Leaders as Policy Actors; Mark Innes Chapter 4. Bounded by Professionalised Practices of Governance? Making Sense of Parents’ Stories of Becoming a School Governor; Joanne Doherty Chapter 5. Fitting into the Ideal ‘Academic and Innovative’ Leadership Discourse—Structural Influences Faced by Women Leaders in HEIs in China; Zeya Li Chapter 6. Establishing a Culture of Care: The Responsibility of Educational Leadership; Sarah Bibi and Stephen M. Rayner Chapter 7. The Corporatisation of Parental Engagement in Multi-Academy Trust Leadership in Subordinated Communities: Thinking with Bourdieu’s Field Theory; Karen Broadhurst Healey Chapter 8. Senior Leaders Doing Policy Narration in Social Research Projects; Craig Skerritt Chapter 9. A Critical Analysis of Executive Principal Leadership in China’s Formal Multi-School Collaborations; Pinyan Lin Chapter 10. Leading as Radicalism under the Long Shadow of Gove’s School Desk; Alex McTaggart Chapter 11. Responding to the Hyperlocal Turn in Education: What Role is there for Professionally Led Research–Practice Partnerships in Place-Based Policy Enactment?; Claire Forbes and Kirstin Kerr Afterword: A Way Forward for CELPS?; Helen M. Gunter

Steven J. Courtney is Professor of Sociology of Education Leadership and is currently Research Director of the Manchester Institute of Education (MIE), UK.Paul W. Armstrong is Reader in Education and Associate Director for Business Impact at the School of Education, Environment and Development (SEED), University of Manchester, UK. Amanda McKay is a Senior Lecturer in Education at the Manchester Institute of Education, UK.

The UK has just ushered in a landslide political tsunami under the simple slogan change. This book is a clarion call and a harbinger for a paradigmatic change in a new critical research methodology in education leadership and policy scholarship. May it have the same effect!

• Introduction: Critical Education Leadership and Policy Scholarship: Introducing a New Research Methodology; Paul W. Armstrong, Steven J. Courtney and Amanda McKay Chapter 1. Adumbrating Critical Education Leadership and Policy Scholarship as a New Research Methodology; Steven J. Courtney Chapter 2. Leading in a Crisis of Public Truth: How School Leaders are Navigating Lying in Politics; Belinda C. Hughes Chapter 3. From Policy Entrepreneur to Policy Receiver: How Multi-Academy Trusts Structure School Leaders as Policy Actors; Mark Innes Chapter 4. Bounded by Professionalised Practices of Governance? Making Sense of Parents’ Stories of Becoming a School Governor; Joanne Doherty Chapter 5. Fitting into the Ideal ‘Academic and Innovative’ Leadership Discourse—Structural Influences Faced by Women Leaders in HEIs in China; Zeya Li Chapter 6. Establishing a Culture of Care: The Responsibility of Educational Leadership; Sarah Bibi and Stephen M. Rayner Chapter 7. The Corporatisation of Parental Engagement in Multi-Academy Trust Leadership in Subordinated Communities: Thinking with Bourdieu’s Field Theory; Karen Broadhurst Healey Chapter 8. Senior Leaders Doing Policy Narration in Social Research Projects; Craig Skerritt Chapter 9. A Critical Analysis of Executive Principal Leadership in China’s Formal Multi-School Collaborations; Pinyan Lin Chapter 10. Leading as Radicalism under the Long Shadow of Gove’s School Desk; Alex McTaggart Chapter 11. Responding to the Hyperlocal Turn in Education: What Role is there for Professionally Led Research–Practice Partnerships in Place-Based Policy Enactment?; Claire Forbes and Kirstin Kerr Afterword: A Way Forward for CELPS?; Helen M. Gunter