Howard Stevenson – författare

This insightful book explores the life and ideas of Italian Marxist theoretician Antonio Gramsci, and argues his work has considerable contemporary relevance when re-considering educational leadership in today’s age of crises.

Gramsci’s theory of hegemony has provided an invaluable intellectual resource for those seeking to bring about radical change in the complex context of contemporary capitalist societies. In particular, his focus on the role of organic intellectuals engaging in an ongoing ideological struggle across economic, political and civil society helps to locate his notion of hegemony as a theory of leadership that is deeply rooted in pedagogical processes. This volume focuses on transformatory change both in and through education, reframing traditional notions of educational leadership as educative leadership, in which leadership for change, within and beyond educational institutions, is understood in pedagogical terms.

This volume will be of pivotal interest to academics, researchers, and postgraduates in the fields of educational leadership, the sociology of education, and education policy and politics. Practitioners interested in educational leadership and social theory, and those active in social movements, may also find the book of use.

This insightful book explores the life and ideas of Italian Marxist theoretician Antonio Gramsci, and argues his work has considerable contemporary relevance when re-considering educational leadership in today’s age of crises.

Gramsci’s theory of hegemony has provided an invaluable intellectual resource for those seeking to bring about radical change in the complex context of contemporary capitalist societies. In particular, his focus on the role of organic intellectuals engaging in an ongoing ideological struggle across economic, political and civil society helps to locate his notion of hegemony as a theory of leadership that is deeply rooted in pedagogical processes. This volume focuses on transformatory change both in and through education, reframing traditional notions of educational leadership as educative leadership, in which leadership for change, within and beyond educational institutions, is understood in pedagogical terms.

This volume will be of pivotal interest to academics, researchers, and postgraduates in the fields of educational leadership, the sociology of education, and education policy and politics. Practitioners interested in educational leadership and social theory, and those active in social movements, may also find the book of use.

The study of educational leadership makes little sense unless it is in relation to who the leaders are, how they are leading, what is being led, and with what effect. Based on the premise that learning is at the heart of leadership and that leaders themselves should be learners, the Leadership for Learning series explores the connections between educational leadership, policy, curriculum, human resources and accountability. Each book in the series approaches its subject matter through a three-fold structure of process, themes and impact.

Series Editors - Clive Dimmock, Mark Brundrett and Les Bell

As global pressures focus increasing attention on the outcomes of education policy and on their implications for economic prosperity and social citizenship, the experience of each individual learner is decisively shaped by the wider policy environment. However, there is often an underdeveloped understanding of how education policy is formed, what drives it and how it impacts on schools and colleges. This book explicitly makes these connections and links them to the wider challenges of educational leadership in a modern context.

Education Policy is divided into three sections, which examine:

The book provides a valuable resource for students, practitioners, middle managers and educational leaders in all sectors, both in the UK and internationally, who are engaged on masters and doctoral degrees, or undertaking leadership training and preparation programmes.

The study of educational leadership makes little sense unless it is in relation to who the leaders are, how they are leading, what is being led, and with what effect. Based on the premise that learning is at the heart of leadership and that leaders themselves should be learners, the Leadership for Learning series explores the connections between educational leadership, policy, curriculum, human resources and accountability. Each book in the series approaches its subject matter through a three-fold structure of process, themes and impact.

Series Editors - Clive Dimmock, Mark Brundrett and Les Bell

As global pressures focus increasing attention on the outcomes of education policy and on their implications for economic prosperity and social citizenship, the experience of each individual learner is decisively shaped by the wider policy environment. However, there is often an underdeveloped understanding of how education policy is formed, what drives it and how it impacts on schools and colleges. This book explicitly makes these connections and links them to the wider challenges of educational leadership in a modern context.

Education Policy is divided into three sections, which examine:

The book provides a valuable resource for students, practitioners, middle managers and educational leaders in all sectors, both in the UK and internationally, who are engaged on masters and doctoral degrees, or undertaking leadership training and preparation programmes.

All phases of education from pre-school to post-compulsory, in virtually all parts of the world, have experienced unprecedented reform and restructuring in recent years. Restructuring has largely been driven by a global agenda that has promoted the development of human capital as the key to economic competitiveness in the global market.

This book adopts an inter-disciplinary approach drawing not only on education research but also from the fields of industrial sociology, management studies and labour process theory to locate the reform agenda within a wider picture relating to teachers, their professional identities and their experience of work. In doing so the book draws on critical perspectives that seek to challenge orthodox policy discourses relating to remodelling.

Illustrating of how education policy is shaped by discourses within the wider socio-political environment and how unionization and inter-organizational bargaining between unions exerts a decisive, but often ignored, influence on policy development at both a State and institutional level, this book is a must read for anyone researching or studying employment relations.

All phases of education from pre-school to post-compulsory, in virtually all parts of the world, have experienced unprecedented reform and restructuring in recent years. Restructuring has largely been driven by a global agenda that has promoted the development of human capital as the key to economic competitiveness in the global market.

This book adopts an inter-disciplinary approach drawing not only on education research but also from the fields of industrial sociology, management studies and labour process theory to locate the reform agenda within a wider picture relating to teachers, their professional identities and their experience of work. In doing so the book draws on critical perspectives that seek to challenge orthodox policy discourses relating to remodelling.

Illustrating of how education policy is shaped by discourses within the wider socio-political environment and how unionization and inter-organizational bargaining between unions exerts a decisive, but often ignored, influence on policy development at both a State and institutional level, this book is a must read for anyone researching or studying employment relations.

"Entrepreneurship in the Social Sector provides an excellent overview of the many tools available to the entrepreneur to advance his or her mission, and it discusses many of the problems that organizations and their managers encounter at different points of a growth process."—NONPROFIT AND VOLUNTARY SECTOR QUARTERLY

Written for students and practitioners, this unique text, with Harvard cases, provides detailed analysis and frameworks for achieving maximum impact through social entrepreneurship. Entrepreneurship in the Social Sector enables readers to attain an in depth understanding of the distinctive characteristics of the social enterprise context and organizations. The authors offer tools to develop the knowledge to pursue social entrepreneurship more strategically and achieve mission impact more efficiently, effectively, and sustainably.

Key Features

Intended AudienceThe text is designed as a core or supplementary text for advanced undergraduate and graduate courses such as Social Entrepreneurship or Non-Profit Entrepreneurship in the departments of business, management, marketing, and public policy.

"The emerging field of social entrepreneurship has been crying out for a definitive textbook. With clarity, insight, and a strong practical orientation, the authors of Entrepreneurship in the Social Sector have set the gold standard for many years to come." —Professor J. Gregory Dees, Duke University

"This is so much more than a casebook! Entrepreneurship in the Social Sector offers a grounded and insightful conceptualization of the key challenges and fundamental processes of social entrepreneurship. It also presents practical frameworks for analyzing both, across a wide range of organizations. This book should be on the shelf of every aspiring and successful social entrepreneur." —James A. Phills, Jr., Stanford University