Gunilla Karlberg-Granlund – författare

Utbildningsledarskap förstås ofta i ljuset av allmän ledarskapsteori, organisationsteori, socialpsykologi och policyforskning. Den här boken betonar särarten i pedagogisk verksamhet och utforskar utbildningsledarskap, pedagogiskt ledarskap och skolutveckling med utgångspunkt i pedagogisk handlingsteori.Bokens första del behandlar den icke-affirmativa pedagogikteorin och dess syn på ledarskap. Ledarskap definieras här som en uppfordran till självverksamhet och innebär en pedagogisk intervention som bjuder in, utmanar eller provocerar den lärande att reflektera kring sitt sätt att förstå sig själv och världen, med avsikt att få till stånd en förändring. Bokens andra del visar på utbildningsledarskapet som ett systemiskt flernivåfenomen, från klassrummet till den transnationella nivån, där det pedagogiska ledarskapet utövas inom och mellan nivåerna. Bokens tredje del beskriver skolförbättring som situerad mellan olika evidenstraditioner och olika koncept för forskningsunderstödd skolutveckling. Bokens fjärde och avslutande del diskuterar hur den icke-affirmativa teorin kan utvecklas genom nya perspektiv, såsom diskursiv institutionalism, posthumanism och global hållbarhet.Pedagogiskt ledarskap och skolutveckling är författad och empiriskt förankrad i en finländsk kontext. Den riktar sig till studerande med intresse för utbildningsledarskap samt till blivande och verksamma lärare, rektorer och skolledare.

Critical participatory action research creates opportunities for people to work together to solve problems and address issues about the conditions under which they work, through mutually agreed on actions in practice. Partnership and recognition hold together the practices of critical participatory action research, and as mutually entwined ideals are fundamental for site-based education development. Drawing on the theory of practice architectures, this book interrogates and extends the concepts and practices of partnership and recognition in action research as they are explored in different educational settings, and as these are played out in the day-to-day experiences and practices of people participating and collaborating in educational change. Partnership and recognition are considered in terms of the agency and actions of both individuals and collectives as they encounter one another in educational change, and in terms of the cultural-discursive, material-economic and social-political conditions that enable and constrain possibilities for partnerships and recognition. Of central importance is the concept of practice theory, and the authors illuminate how recognition, change, learning and development practices are experienced and recognised by people in a range of partnerships. This book was originally published as a special issue of Educational Action Research.

Critical participatory action research creates opportunities for people to work together to solve problems and address issues about the conditions under which they work, through mutually agreed on actions in practice. Partnership and recognition hold together the practices of critical participatory action research, and as mutually entwined ideals are fundamental for site-based education development. Drawing on the theory of practice architectures, this book interrogates and extends the concepts and practices of partnership and recognition in action research as they are explored in different educational settings, and as these are played out in the day-to-day experiences and practices of people participating and collaborating in educational change. Partnership and recognition are considered in terms of the agency and actions of both individuals and collectives as they encounter one another in educational change, and in terms of the cultural-discursive, material-economic and social-political conditions that enable and constrain possibilities for partnerships and recognition. Of central importance is the concept of practice theory, and the authors illuminate how recognition, change, learning and development practices are experienced and recognised by people in a range of partnerships. This book was originally published as a special issue of Educational Action Research.