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dc.contributor.authorJohnson, Greer
dc.date.accessioned2017-05-03T13:06:13Z
dc.date.available2017-05-03T13:06:13Z
dc.date.issued2009
dc.date.modified2010-08-04T07:18:58Z
dc.identifier.issn13603124
dc.identifier.doi10.1080/13603120902814664
dc.identifier.urihttp://hdl.handle.net/10072/29249
dc.description.abstractThis article reports further findings from the 'Carpe Vitam: Leadership for Learning' project, based on a close examination of some of the interview narratives with an Australian principal. Positioning analysis is used as an empirically-grounded means of making sense of who this Australian principal is and what she does as a leader to improve her school's focus on leadership for learning. The complexities of the principal's leadership practices are opened up for scrutiny through an analytic focus on the production of the principal's narrative identity formation in her storytelling practices. The findings underscore that engaging in leadership for learning is complex and varied. In this instance, the process began with the principal's main focus on constructing management strength and only slowly moved to a distributed model of pedagogical leadership for learning. The article demonstrates that treating interview narratives in this way can be seen as an additional site of professional practice, not just reflection on practice, in that interviews contain courses of questioning and methods of accounting that allow storytellers to generate educational knowledge.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.languageEnglish
dc.language.isoeng
dc.publisherRoutledge
dc.publisher.placeLondon
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom269
dc.relation.ispartofpageto282
dc.relation.ispartofeditionJuly-September
dc.relation.ispartofissue3
dc.relation.ispartofjournalInternational Journal of Leadership in Education
dc.relation.ispartofvolume12
dc.rights.retentionY
dc.subject.fieldofresearchEducation systems
dc.subject.fieldofresearchSpecialist studies in education
dc.subject.fieldofresearchOther education not elsewhere classified
dc.subject.fieldofresearchcode3903
dc.subject.fieldofresearchcode3904
dc.subject.fieldofresearchcode399999
dc.titleNarrative inquiry and school leadership identities
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.date.issued2009
gro.hasfulltextNo Full Text
gro.griffith.authorJohnson, Greer


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