Jill Blackmore – författare

The significance of Higher Education to national knowledge-based economies has made the sector the object of government policies, international monitoring, and corporatization. This radical global restructuring of higher education is gendered in its processes, practices, and effects. Exploring how the re-organisation of the sector has redefined academic, management, and professional roles and identities, this book considers the different impacts of structural change for men and women working at diverse levels of the academy. Drawing from empirical studies undertaken in Europe, North America, Asia, and Australasia the contributions offer a range of theoretical and methodological perspectives, including large scale comparative data and case studies. They inform what is a key policy issue in the 21st century – the re-positioning of women in the academy and leadership. Despite a range of institutional equity strategies in which women learnt the ‘rules of the game’, this book shows that structural and cultural barriers – often conceptualised through metaphors such as sticky floors, glass ceilings, chilly climates, or dead-end pipelines – have not disappeared as might be expected as the academy becomes numerically feminized. Each chapter provides an insight into how historical legacies, cultural contexts, geographic locations, modes of regional and institutional governance, and national policies are mediated and vernacularized through practice by localized gender regimes and orders. This book was originally published as a special issue of Gender and Education.

Rethinking Languages Education assembles innovative research from experts in the fields of sociocultural theory, applied linguistics and education. The contributors interrogate innovative and recent thinking and broach controversies about the theoretical and practical considerations that underpin the implementation of effective Languages pedagogy in twenty-first-century classrooms. Crucially, Rethinking Languages Education explores established understandings about language, culture and education to provide a more comprehensive and flexible understanding of Languages education that responds to local classrooms impacted by global and transnational change, and the politics of language, culture and identity.Rethinking Languages Education focuses on questions about ways that we can develop farsighted and successful Languages education for diverse students in globalised contexts. The response to these questions is multi-layered, and takes into account the complex interactions between policy, curriculum and practice, as well as their contention and implementation. In doing so, this book addresses and integrates innovative perspectives of contemporary theory and pedagogy for Languages, TESOL and EAL/D education. It includes diverse discussions around practice, and addresses issues of the dominance of prestige Languages programs for ‘minority’ and ‘heritage’ languages, as well as discussing controversies about the current provision of English and Languages programs around the world.

Explores the issues inherent in critical and postmodern feminism in educational leadership.Winner of the 2007 Critics' Choice Award presented by the American Educational Studies Association Performing and Reforming Leaders critically analyzes how women negotiate the dilemmas they face in leadership and managerial roles in Australian schools, universities, and continuing education. To meet the economic needs of the post-welfare nation state of the past decade, Australian education systems were restructured, and this restructuring coincided with many female teachers and academics moving into middle management as change agents. The authors examine how new managerialism and markets in education transformed how academics and teachers did their work, and in turn changed the nature of educational leadership in ways that were dissonant with the leadership practices and values women brought to the job. While largely focused on Australia, Performing and Reforming Leaders strongly resonates with the experiences of leaders in the United States and other nations that have undergone similar educational reforms in recent decades.

Explores the issues inherent in critical and postmodern feminism in educational leadership.Winner of the 2007 Critics' Choice Award presented by the American Educational Studies Association Performing and Reforming Leaders critically analyzes how women negotiate the dilemmas they face in leadership and managerial roles in Australian schools, universities, and continuing education. To meet the economic needs of the post-welfare nation state of the past decade, Australian education systems were restructured, and this restructuring coincided with many female teachers and academics moving into middle management as change agents. The authors examine how new managerialism and markets in education transformed how academics and teachers did their work, and in turn changed the nature of educational leadership in ways that were dissonant with the leadership practices and values women brought to the job. While largely focused on Australia, Performing and Reforming Leaders strongly resonates with the experiences of leaders in the United States and other nations that have undergone similar educational reforms in recent decades.

Drawing on the work of Nancy Fraser, this book offers a critical view of contemporary educational leadership and reform discourses, exploring how her key concepts of redistribution, recognition and representation may apply to social and therefore educational justice.Fraser offers a political and pragmatic reconciliation between feminist, neo-Marxist, critical and post-structuralist theories. This book outlines how Fraser has worked on and worked over theories of social justice and how this can inform how we can understand educational theory, policy and practice generally. In particular, the book focuses on the field of educational administration and leadership (ELMA) as it relates to equity issues such as school choice and inequality, gender and inclusive leadership, and alternative schooling. Fraser’s argument about ‘scaling up’ social justice theory is shown to be highly salient given the emergence of the field of transnational education policy and its role in the context of intensified nation-state and edu-business competition.Overall, through the lens of Nancy Fraser’s unitary framework, this book considers epistemological questions about the nature of knowledge, examines the relationship between the state, the individual, education and social movements, addresses the difficulties and dilemmas which arise due to the intersections of gender, class, race, sexuality and culture in a globalized context, and illustrates how the principles of social justice can be mobilized by leaders in everyday practice. Educational Leadership and Nancy Fraser is an illuminating read for those policymakers, researchers and practitioners engaged in the field of educational administration, leadership and social justice.

This edited volume brings together a range of perspectives on Educational Leadership, Management and Administration (ELMA) and various theories of resistance or compliance along with how policy and politics play out in school communities.The book makes a significant contribution to debates around theorising educational leadership and the implications of discourses on schooling and the politics of education. It brings together a broad array of international scholars to examine theories of resistance in ELMA and establish a resistance-oriented agenda for critical ELMA research that promotes change and diverse ideas about leadership. Using both empirical data and conceptual analysis, the chapters provide opportunities for theorising the work and working conditions of educational leaders alongside questions of compliance and resistance that further improve the understanding of these concepts in the field.Providing cutting-edge research and theorisation into this emerging area, the book will be highly relevant for researchers, academics, and postgraduate students in the fields of educational leadership, management and administration, and educational policy. It will also be of interest to school leaders.

This edited volume brings together a range of perspectives on Educational Leadership, Management and Administration (ELMA) and various theories of resistance or compliance along with how policy and politics play out in school communities.The book makes a significant contribution to debates around theorising educational leadership and the implications of discourses on schooling and the politics of education. It brings together a broad array of international scholars to examine theories of resistance in ELMA and establish a resistance-oriented agenda for critical ELMA research that promotes change and diverse ideas about leadership. Using both empirical data and conceptual analysis, the chapters provide opportunities for theorising the work and working conditions of educational leaders alongside questions of compliance and resistance that further improve the understanding of these concepts in the field.Providing cutting-edge research and theorisation into this emerging area, the book will be highly relevant for researchers, academics, and postgraduate students in the fields of educational leadership, management and administration, and educational policy. It will also be of interest to school leaders.

This book compares the nature and practice of internationalisation of the curriculum at the policy, institutional, and classroom levels in Vietnam and Australia: the former an Asian, developing, and sending country of international students, and the latter an Anglophone, developed country, and a major education export provider.By examining curriculum internationalisation practices in these two vastly different socio-cultural contexts, the book contributes to the understanding of the magnitude and the range of differences regarding national and institutional responses to the common call for curriculum internationalisation. It addresses the impacts of the latest technological, political, economic, and sociocultural developments and COVID-19 on higher education internationalisation, as well as the digitalisation of international education. Crucially, it responds to a critical gap in the literature by not only investigating curriculum internationalisation policies and their implementation, but how faculty staff and students experience and engage with internationalisation of the curriculum in their home context, and how they position themselves and are positioned by the structural conditions with regard to curriculum internationalisation. The authors utilise document analysis, in-depth interviews, and focus groups from a four-year research project. The research employs a unique conceptual framework combining practice architectures theory and Barnett and Coate’s conceptualisation of curriculum as knowing-acting-being.Providing rich inputs for new ways of thinking and doing to enhance educational quality and the learning experiences of all students, the book is a valuable resource for researchers, academic staff, practitioners, leaders, and students in higher education and international and comparative education.

This book compares the nature and practice of internationalisation of the curriculum at the policy, institutional, and classroom levels in Vietnam and Australia: the former an Asian, developing, and sending country of international students, and the latter an Anglophone, developed country, and a major education export provider.By examining curriculum internationalisation practices in these two vastly different socio-cultural contexts, the book contributes to the understanding of the magnitude and the range of differences regarding national and institutional responses to the common call for curriculum internationalisation. It addresses the impacts of the latest technological, political, economic, and sociocultural developments and COVID-19 on higher education internationalisation, as well as the digitalisation of international education. Crucially, it responds to a critical gap in the literature by not only investigating curriculum internationalisation policies and their implementation, but how faculty staff and students experience and engage with internationalisation of the curriculum in their home context, and how they position themselves and are positioned by the structural conditions with regard to curriculum internationalisation. The authors utilise document analysis, in-depth interviews, and focus groups from a four-year research project. The research employs a unique conceptual framework combining practice architectures theory and Barnett and Coate’s conceptualisation of curriculum as knowing-acting-being.Providing rich inputs for new ways of thinking and doing to enhance educational quality and the learning experiences of all students, the book is a valuable resource for researchers, academic staff, practitioners, leaders, and students in higher education and international and comparative education.

This book explores the social justice implications of school autonomy reform within the context of public education in Australia. It is situated within and framed by global concerns about how public schools are navigating their ‘autonomy’ within increasingly marketised education systems.Drawing on extensive interviews with stakeholders and five in-depth case study schools, the book calls attention to the ways in which the intentions of school autonomy reform to offer schools more freedom to make their own decisions and manage their own responsibilities have become increasingly contained by the market imperatives of economic efficiency, competition and public accountability driving state and national education systems. We build on and enrich existing research in this area that highlights how market imperatives continue to exacerbate inequality within and between schools and their systems.An essential read for researchers, policy makers, principals and teachers worldwide, the book provides insight into how education systems can better support public schools to mobilise their autonomy in socially just ways.

This book explores the social justice implications of school autonomy reform within the context of public education in Australia. It is situated within and framed by global concerns about how public schools are navigating their ‘autonomy’ within increasingly marketised education systems.Drawing on extensive interviews with stakeholders and five in-depth case study schools, the book calls attention to the ways in which the intentions of school autonomy reform to offer schools more freedom to make their own decisions and manage their own responsibilities have become increasingly contained by the market imperatives of economic efficiency, competition and public accountability driving state and national education systems. We build on and enrich existing research in this area that highlights how market imperatives continue to exacerbate inequality within and between schools and their systems.An essential read for researchers, policy makers, principals and teachers worldwide, the book provides insight into how education systems can better support public schools to mobilise their autonomy in socially just ways.

This book examines a range of ethical complexities associated with precarious work across educational sectors internationally.Our aim is to examine the experiences of the increasing reliance on casual and temporary employment in education settings for all educators. This volume brings together academic chapters, focused on the affective, ethical, and practical challenges faced by all educators working in highly casualised contexts, while working to provide quality education for all students. These chapters are complemented by reflections from a variety of educators and educational leaders who have navigated ethical dilemmas related to precarious employment across sectors from early childhood to higher education.When viewed together, the chapters and reflections highlight the impacts of neoliberal market-driven policies on the education sector and work to present a series of possible ‘pathways forward’ for education workers navigating this precarious terrain.

This book examines a range of ethical complexities associated with precarious work across educational sectors internationally.Our aim is to examine the experiences of the increasing reliance on casual and temporary employment in education settings for all educators. This volume brings together academic chapters, focused on the affective, ethical, and practical challenges faced by all educators working in highly casualised contexts, while working to provide quality education for all students. These chapters are complemented by reflections from a variety of educators and educational leaders who have navigated ethical dilemmas related to precarious employment across sectors from early childhood to higher education.When viewed together, the chapters and reflections highlight the impacts of neoliberal market-driven policies on the education sector and work to present a series of possible ‘pathways forward’ for education workers navigating this precarious terrain.

This book illustrates how feminist knowledge and postcolonial knowledge are marginalized in universities due to policies, organizational structures, and knowledge hierarchies that privilege metrics as measures of success and narrow views of science and research.The changing relationship between the state and knowledge production is a critical issue for universities and governments when disinformation is creating a crisis in expertise and trust in democratic institutions. Yet academic autonomy is being undermined by processes of corporatization of the university: managerialism, marketisation, technologization and privatization. Epistemic injustice occurs when particular knowledges are privileged due to policy priorities, metrics and organizational practices as these are underpinned by unequal power relations that inform who does what research and with whom. In turn, injustice occurs when knowledge is evaluated primarily on the basis of its usefulness. The chapters in this book illustrate the epistemic implications of changing institutional and organizational conditions produced by narrow conceptions of ‘knowledge’ and ‘good science’ and relations between them. It explores these arrangements at the level of colonial and geopolitical relations, and their effects in terms of institutional processes, practices, and agency. The text shows how a lack of epistemic diversity reinforces structural and cultural racial and gender injustices arising from colonialism, patriarchy, and dominant views of science.This volume will appeal to policy makers and researchers in higher education reform and scholars interested in changing academic practices from feminist and postcolonial perspectives. It was originally published as a special issue of Critical Studies in Education.

This book illustrates how feminist knowledge and postcolonial knowledge are marginalized in universities due to policies, organizational structures, and knowledge hierarchies that privilege metrics as measures of success and narrow views of science and research.The changing relationship between the state and knowledge production is a critical issue for universities and governments when disinformation is creating a crisis in expertise and trust in democratic institutions. Yet academic autonomy is being undermined by processes of corporatization of the university: managerialism, marketisation, technologization and privatization. Epistemic injustice occurs when particular knowledges are privileged due to policy priorities, metrics and organizational practices as these are underpinned by unequal power relations that inform who does what research and with whom. In turn, injustice occurs when knowledge is evaluated primarily on the basis of its usefulness. The chapters in this book illustrate the epistemic implications of changing institutional and organizational conditions produced by narrow conceptions of ‘knowledge’ and ‘good science’ and relations between them. It explores these arrangements at the level of colonial and geopolitical relations, and their effects in terms of institutional processes, practices, and agency. The text shows how a lack of epistemic diversity reinforces structural and cultural racial and gender injustices arising from colonialism, patriarchy, and dominant views of science.This volume will appeal to policy makers and researchers in higher education reform and scholars interested in changing academic practices from feminist and postcolonial perspectives. It was originally published as a special issue of Critical Studies in Education.

Drawing on the work of Nancy Fraser, this book offers a critical view of contemporary educational leadership and reform discourses, exploring how her key concepts of redistribution, recognition and representation may apply to social and therefore educational justice.Fraser offers a political and pragmatic reconciliation between feminist, neo-Marxist, critical and post-structuralist theories. This book outlines how Fraser has worked on and worked over theories of social justice and how this can inform how we can understand educational theory, policy and practice generally. In particular, the book focuses on the field of educational administration and leadership (ELMA) as it relates to equity issues such as school choice and inequality, gender and inclusive leadership, and alternative schooling. Fraser’s argument about ‘scaling up’ social justice theory is shown to be highly salient given the emergence of the field of transnational education policy and its role in the context of intensified nation-state and edu-business competition.Overall, through the lens of Nancy Fraser’s unitary framework, this book considers epistemological questions about the nature of knowledge, examines the relationship between the state, the individual, education and social movements, addresses the difficulties and dilemmas which arise due to the intersections of gender, class, race, sexuality and culture in a globalized context, and illustrates how the principles of social justice can be mobilized by leaders in everyday practice. Educational Leadership and Nancy Fraser is an illuminating read for those policymakers, researchers and practitioners engaged in the field of educational administration, leadership and social justice.

Originally published in 1993. This introductory text brings the somewhat gender blind fields of educational administration and policy into contact with feminism. The chapters here demonstrate the considerable scope and potential of feminist scholarship for the field with regard to theory, research and practice and open up new possibilities for effecting gender justice in and through education. The first part looks at educational history, the second at contemporary issues like assessment, ethical practices, equal opportunities and parental participation, and the third at political and administrative theory.

Originally published in 1993. This introductory text brings the somewhat gender blind fields of educational administration and policy into contact with feminism. The chapters here demonstrate the considerable scope and potential of feminist scholarship for the field with regard to theory, research and practice and open up new possibilities for effecting gender justice in and through education. The first part looks at educational history, the second at contemporary issues like assessment, ethical practices, equal opportunities and parental participation, and the third at political and administrative theory.

Rethinking Languages Education assembles innovative research from experts in the fields of sociocultural theory, applied linguistics and education. The contributors interrogate innovative and recent thinking and broach controversies about the theoretical and practical considerations that underpin the implementation of effective Languages pedagogy in twenty-first-century classrooms. Crucially, Rethinking Languages Education explores established understandings about language, culture and education to provide a more comprehensive and flexible understanding of Languages education that responds to local classrooms impacted by global and transnational change, and the politics of language, culture and identity.Rethinking Languages Education focuses on questions about ways that we can develop farsighted and successful Languages education for diverse students in globalised contexts. The response to these questions is multi-layered, and takes into account the complex interactions between policy, curriculum and practice, as well as their contention and implementation. In doing so, this book addresses and integrates innovative perspectives of contemporary theory and pedagogy for Languages, TESOL and EAL/D education. It includes diverse discussions around practice, and addresses issues of the dominance of prestige Languages programs for ‘minority’ and ‘heritage’ languages, as well as discussing controversies about the current provision of English and Languages programs around the world.

The significance of Higher Education to national knowledge-based economies has made the sector the object of government policies, international monitoring, and corporatization. This radical global restructuring of higher education is gendered in its processes, practices, and effects. Exploring how the re-organisation of the sector has redefined academic, management, and professional roles and identities, this book considers the different impacts of structural change for men and women working at diverse levels of the academy. Drawing from empirical studies undertaken in Europe, North America, Asia, and Australasia the contributions offer a range of theoretical and methodological perspectives, including large scale comparative data and case studies. They inform what is a key policy issue in the 21st century – the re-positioning of women in the academy and leadership. Despite a range of institutional equity strategies in which women learnt the ‘rules of the game’, this book shows that structural and cultural barriers – often conceptualised through metaphors such as sticky floors, glass ceilings, chilly climates, or dead-end pipelines – have not disappeared as might be expected as the academy becomes numerically feminized. Each chapter provides an insight into how historical legacies, cultural contexts, geographic locations, modes of regional and institutional governance, and national policies are mediated and vernacularized through practice by localized gender regimes and orders. This book was originally published as a special issue of Gender and Education.

What is the future of the contemporary university and for those who lead them?Considering leadership in the broadest sense, including academic leadership (teaching and research) as well as leadership practices of those in formal management positions, Jill Blackmore outlines how multiple pressures on universities have produced leadership practices in management and research which are more corporate than collegial, and which discourage many academics from aspiring to leadership. She uses a range of theoretical tools, informed by critical and feminist organisational studies, to unpack higher education and how it is being transformed in ways that undermine its core work of teaching and research. Drawing from three Australian university case studies, this book uses leadership as a lens through which to investigate the effects of restructuring of the higher education sector which have impacted differently on academic identities and careers.