Scott Eacott is a relational theorist, director of the Office of Educational Leadership at the School of Education at the University of New South Wales (Sydney) and an adjunct professor at the University of Saskatchewan’s Department of Educational Administration. He has previously held positions at the University of Newcastle (Australia) and the Australian Catholic University. Scott’s work has been widely published, and his research interests and contributions fall into three main areas: i) developing a relational approach to scholarship; ii) educational leadership theory and methodology; and iii) social theory. He is a fellow of the Australian Council for Educational Leaders, former convenor of the Educational Leadership Special Interest Group of the Australian Association for Research in Education, a member of the national advisory board for the Australian Applied Management Colloquium, and he is on the editorial board of many of the field’s leading journals. Scott’s previous book, Educational Leadership Relationally, was awarded the 2015 Australian Council for Educational Leaders’ Hedley Beare Award for the most outstanding piece of educational leadership writing.

“This book provides extensive historical foundations for contemporary studies in educational administration. … Thus, the book gives readers a sophisticated analytic lens that includes not only a dominant paradigm but also alternative ones with which to understand scholarship in the field. … it contributes to stimulating our critical and innovative thinking in the field of educational leadership internationally.” (Taeyeon Kim, Journal of Educational Administration and History, August, 2018)

• Part I: The relational turn in contemporary thought and analysis.- 1 From "leading" to "organizing".- 2 The relational turn in the social sciences.- 3 Towards relations in educational administration theory.- Part II: The relational extensions.- 4 Embedded and embodied  auctors.- 5 Beyond "leadership".- 6 The matter of context.- 7 Overcoming analytical dualisms.- 8 Productive thinking.- Part III: Dialogue and debate.- 9 Advancing the intellectual development of the field.- 10 Relational leadership: New thinking or established ideas in "new clothes".- 11 Relational goods, democracy, and the paradox of epistemic Privilege.- 12 Educational administration and the relational approach: Can we suffice contextual-based knowledge production.- 13 Productive conversations from a feminist perspective.- 14 Thinking relationally about the school leader.- 15 Engaging with educational leadership relationally.- Part IV: Moving forward.- 16 Responding to commentaries.- 17 Advancing the relational program.

Scott Eacott is a relational theorist, director of the Office of Educational Leadership at the School of Education at the University of New South Wales (Sydney) and an adjunct professor at the University of Saskatchewan’s Department of Educational Administration. He has previously held positions at the University of Newcastle (Australia) and the Australian Catholic University. Scott’s work has been widely published, and his research interests and contributions fall into three main areas: i) developing a relational approach to scholarship; ii) educational leadership theory and methodology; and iii) social theory. He is a fellow of the Australian Council for Educational Leaders, former convenor of the Educational Leadership Special Interest Group of the Australian Association for Research in Education, a member of the national advisory board for the Australian Applied Management Colloquium, and he is on the editorial board of many of the field’s leading journals. Scott’s previous book, Educational Leadership Relationally, was awarded the 2015 Australian Council for Educational Leaders’ Hedley Beare Award for the most outstanding piece of educational leadership writing.

“This book provides extensive historical foundations for contemporary studies in educational administration. … Thus, the book gives readers a sophisticated analytic lens that includes not only a dominant paradigm but also alternative ones with which to understand scholarship in the field. … it contributes to stimulating our critical and innovative thinking in the field of educational leadership internationally.” (Taeyeon Kim, Journal of Educational Administration and History, August, 2018)

• Part I: The relational turn in contemporary thought and analysis.- 1 From "leading" to "organizing".- 2 The relational turn in the social sciences.- 3 Towards relations in educational administration theory.- Part II: The relational extensions.- 4 Embedded and embodied  auctors.- 5 Beyond "leadership".- 6 The matter of context.- 7 Overcoming analytical dualisms.- 8 Productive thinking.- Part III: Dialogue and debate.- 9 Advancing the intellectual development of the field.- 10 Relational leadership: New thinking or established ideas in "new clothes".- 11 Relational goods, democracy, and the paradox of epistemic Privilege.- 12 Educational administration and the relational approach: Can we suffice contextual-based knowledge production.- 13 Productive conversations from a feminist perspective.- 14 Thinking relationally about the school leader.- 15 Engaging with educational leadership relationally.- Part IV: Moving forward.- 16 Responding to commentaries.- 17 Advancing the relational program.

Scott Eacott is a relational theorist, director of the Office of Educational Leadership at the School of Education at the University of New South Wales (Sydney) and an adjunct professor at the University of Saskatchewan’s Department of Educational Administration. He has previously held positions at the University of Newcastle (Australia) and the Australian Catholic University. Scott’s work has been widely published, and his research interests and contributions fall into three main areas: i) developing a relational approach to scholarship; ii) educational leadership theory and methodology; and iii) social theory. He is a fellow of the Australian Council for Educational Leaders, former convenor of the Educational Leadership Special Interest Group of the Australian Association for Research in Education, a member of the national advisory board for the Australian Applied Management Colloquium, and he is on the editorial board of many of the field’s leading journals. Scott’s previous book, Educational Leadership Relationally, was awarded the 2015 Australian Council for Educational Leaders’ Hedley Beare Award for the most outstanding piece of educational leadership writing.

“This book provides extensive historical foundations for contemporary studies in educational administration. … Thus, the book gives readers a sophisticated analytic lens that includes not only a dominant paradigm but also alternative ones with which to understand scholarship in the field. … it contributes to stimulating our critical and innovative thinking in the field of educational leadership internationally.” (Taeyeon Kim, Journal of Educational Administration and History, August, 2018)

• Part I: The relational turn in contemporary thought and analysis.- 1 From "leading" to "organizing".- 2 The relational turn in the social sciences.- 3 Towards relations in educational administration theory.- Part II: The relational extensions.- 4 Embedded and embodied  auctors.- 5 Beyond "leadership".- 6 The matter of context.- 7 Overcoming analytical dualisms.- 8 Productive thinking.- Part III: Dialogue and debate.- 9 Advancing the intellectual development of the field.- 10 Relational leadership: New thinking or established ideas in "new clothes".- 11 Relational goods, democracy, and the paradox of epistemic Privilege.- 12 Educational administration and the relational approach: Can we suffice contextual-based knowledge production.- 13 Productive conversations from a feminist perspective.- 14 Thinking relationally about the school leader.- 15 Engaging with educational leadership relationally.- Part IV: Moving forward.- 16 Responding to commentaries.- 17 Advancing the relational program.