Richard Bates – författare

The question of aesthetics as a theoretical framework for thinking about modern leadership issues in educational settings is an emergent area of inquiry that is receiving considerable attention. There is a growing sense that the mechanistic approach to leadership, which has been widely encouraged over the last ten years, is sterile and that a more philosophical approach is now required.This approach is covered here, taking into account the importance of aesthetics on all aspects of the administrative and leadership world: the ways ideas and ideals are created, how their expression is conveyed, the impact they have on interpersonal relationships and the organisational environment that carries and reinforces them and the moral boundaries or limits that can be established or exceeded. While presenting a significant departure from conventional studies in the field, the international contributors reflect a continuity of thought on administrative and leadership authority, from the writings of Plato through to current theory.

The question of aesthetics as a theoretical framework for thinking about modern leadership issues in educational settings is an emergent area of inquiry that is receiving considerable attention. There is a growing sense that the mechanistic approach to leadership, which has been widely encouraged over the last ten years, is sterile and that a more philosophical approach is now required.This approach is covered here, taking into account the importance of aesthetics on all aspects of the administrative and leadership world: the ways ideas and ideals are created, how their expression is conveyed, the impact they have on interpersonal relationships and the organisational environment that carries and reinforces them and the moral boundaries or limits that can be established or exceeded. While presenting a significant departure from conventional studies in the field, the international contributors reflect a continuity of thought on administrative and leadership authority, from the writings of Plato through to current theory.

The number of schools that call themselves international is growing exponentially. In addition many other schools are exploring the concept of international-mindedness and what that might mean in the contemporary world of globalisation. This book sets out to provide a critical perspective on current issues facing ‘international schooling’, particularly the conflict between ‘internationalising’ and ‘globalising’ tendencies and to explore these as they affect teaching and learning, curriculum, pedagogy and assessment as well as to explore the contribution international schools might make to the achievement of global citizenship. It is the first book to critically analyse the ambiguities, tensions and conflicts that face those involved with and researching, international schools and their role in global networking. Issues addressed include: the political economy of international schools (Hugh Lauder and Ceri Brown) their relations to global and local cultures, global markets and civil society (Richard Bates) the role of international schools in global networking (Michael Wylie) the micropolitics of such schools (Richard Caffyn) the growth complexity and challenges facing the International Baccalaureate (Tristan Bunnell) the future demands for and of teachers in international schools (Mary Hayden and Jeff Thompson) the nature of teaching and learning in international schools (Helen Fail) the problematic idea of an international curriculum (Jim Cambridge) issues facing international assessment (Richard Bates) the challenge of education for global citizenship (Harriet Marshall).This provocative book will be essential reading for those teaching in, leading and governing international schools in countries around the world, as well as those who contemplating entering the rapidly expanding world of international schooling.

The number of schools that call themselves international is growing exponentially. In addition many other schools are exploring the concept of international-mindedness and what that might mean in the contemporary world of globalisation. This book sets out to provide a critical perspective on current issues facing ‘international schooling’, particularly the conflict between ‘internationalising’ and ‘globalising’ tendencies and to explore these as they affect teaching and learning, curriculum, pedagogy and assessment as well as to explore the contribution international schools might make to the achievement of global citizenship. It is the first book to critically analyse the ambiguities, tensions and conflicts that face those involved with and researching, international schools and their role in global networking. Issues addressed include: the political economy of international schools (Hugh Lauder and Ceri Brown) their relations to global and local cultures, global markets and civil society (Richard Bates) the role of international schools in global networking (Michael Wylie) the micropolitics of such schools (Richard Caffyn) the growth complexity and challenges facing the International Baccalaureate (Tristan Bunnell) the future demands for and of teachers in international schools (Mary Hayden and Jeff Thompson) the nature of teaching and learning in international schools (Helen Fail) the problematic idea of an international curriculum (Jim Cambridge) issues facing international assessment (Richard Bates) the challenge of education for global citizenship (Harriet Marshall).This provocative book will be essential reading for those teaching in, leading and governing international schools in countries around the world, as well as those who contemplating entering the rapidly expanding world of international schooling.

This book has its origins in conversations that started when the International Council on Education for Teaching (ICET) and the Australian Teacher Education Association (ATEA) jointly agreed to co-sponsor a World Assembly of Teacher Educators in Melbourne in July 2003, hosted by Monash University.

In the last quarter of the twentieth century, if French people had a parenting problem or dilemma there was one person they consulted above all: Françoise Dolto (1908–88). But who was Dolto? How did she achieve a position of such influence? What ideas did she communicate to the French public? This book connects the story of Dolto’s rise to two broader histories: the dramatic growth of psychoanalysis in postwar France and the long-running debate over the family and the proper role of women in society. It shows that Dolto’s continued reputation in France as a liberal and enlightened educational thinker is at best only partially deserved and that conservative and anti-feminist ideas often underpinned her prominent public interventions. While Dolto retains the status of a national treasure, her career has had far-reaching and sometimes harmful repercussions for French society, particularly in the treatment of autism.

As a young woman, feeling imprisoned at home, she broke free to become a woman of action, bringing home comforts to the soldiers in the Crimean War and advising the British population on the home front how to create healthier, contagion-free homes.