Christine Grice – författare

This book is about the practices of leading and their arrangements in a range of contemporary educational contexts. It seeks to shift the traditional, individual, and role-based educational leadership narrative, to more transformational, shared, and ongoing practices between people, thereby decentring leadership.In this volume, contributors consider leading from a practice perspective across a range of educational contexts. Focusing on leading, rather than leadership, they examine how educational leaders lead through decentring from a range of positions and across a range of educational sectors from schools to higher education. Chapters attend to the practices of leading to ‘decentre’ normative, traditional notions of leadership that focus on the individual leader as the unit of study. They draw on the theory of practice architectures to understand leading as a shared and ongoing process rather than as an individual act. This growing body of work that uses the theory of practice architectures (TPA) is disrupting people’s thinking towards leading as a practice. Focusing on practices and their arrangements shifts the traditional, role-based educational leadership narrative to the more transformational elements of practice architectures in thinking about leading in contemporary contexts. Decentring Leadership will be a key resource for practitioners and researchers of education leadership and policy, educational administration, educational research, educational studies and sociology. It was originally published as a special issue of the Journal of Educational Administration and History.

This book is about the practices of leading and their arrangements in a range of contemporary educational contexts. It seeks to shift the traditional, individual, and role-based educational leadership narrative, to more transformational, shared, and ongoing practices between people, thereby decentring leadership.In this volume, contributors consider leading from a practice perspective across a range of educational contexts. Focusing on leading, rather than leadership, they examine how educational leaders lead through decentring from a range of positions and across a range of educational sectors from schools to higher education. Chapters attend to the practices of leading to ‘decentre’ normative, traditional notions of leadership that focus on the individual leader as the unit of study. They draw on the theory of practice architectures to understand leading as a shared and ongoing process rather than as an individual act. This growing body of work that uses the theory of practice architectures (TPA) is disrupting people’s thinking towards leading as a practice. Focusing on practices and their arrangements shifts the traditional, role-based educational leadership narrative to the more transformational elements of practice architectures in thinking about leading in contemporary contexts. Decentring Leadership will be a key resource for practitioners and researchers of education leadership and policy, educational administration, educational research, educational studies and sociology. It was originally published as a special issue of the Journal of Educational Administration and History.

This is a practical guide for school leaders who want to understand more about how to connect teaching and learning with wellbeing in their school.This book reimagines school leadership beyond roles and networks and explores new practical possibilities for leading pedagogy. The emphasis is on knowing students and how they learn and supporting leaders to create sustainable, productive learning environments where wellbeing and learning are integral. The book brings theory and practice together through case studies from work in schools, linking the ‘Why?’ with the ‘How’, and makes authentic connections between leading pedagogy and wellbeing through practical strategies and clear principles. Further, the book addresses issues of workload and leadership succession through collective job design, with the aim of improving psychosocial safety for all students and school staff.Drawing on the authors’ experience in school leadership and clinical and organisational psychology, this book is designed for school leadership teams looking to work cohesively together while prioritising wellbeing. It will also be relevant to postgraduate studies in educational leadership.

This is a practical guide for school leaders who want to understand more about how to connect teaching and learning with wellbeing in their school.This book reimagines school leadership beyond roles and networks and explores new practical possibilities for leading pedagogy. The emphasis is on knowing students and how they learn and supporting leaders to create sustainable, productive learning environments where wellbeing and learning are integral. The book brings theory and practice together through case studies from work in schools, linking the ‘Why?’ with the ‘How’, and makes authentic connections between leading pedagogy and wellbeing through practical strategies and clear principles. Further, the book addresses issues of workload and leadership succession through collective job design, with the aim of improving psychosocial safety for all students and school staff.Drawing on the authors’ experience in school leadership and clinical and organisational psychology, this book is designed for school leadership teams looking to work cohesively together while prioritising wellbeing. It will also be relevant to postgraduate studies in educational leadership.