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Narratives of international educational exchange programmes such as the US–sponsored Fulbright and the Commonwealth–centred Carnegie grants reveal the formative role these exchanges played in extending the geographical, scholarly, and professional boundaries of women's worlds. Notably, these award schemes influenced, shaped and expanded the career aspirations and professional experiences of a group of women from Australia and New Zealand. In this article, we take up the question of the distinctive opportunities each programme presented for women awardees and consider their differing experiences primarily due to the specific programme on which they embarked. We argue that the extent to which participation in an exchange programme might have provided benefits to individual Australian and New Zealand women could also become the spur for awardees to advocate for an expansion of opportunities for other women. Furthermore, we consider whether hidden obstacles existed that hindered women's career pathways and successes. [ABSTRACT FROM AUTHOR]

Vice Chancellors, Presidents, or Rectors occupy elite public positions in universities. A cursory glance of the roll call of names across elite universities ('top 100') globally reveals the dominance of white males. Research has given us some insight into the profiles of these senior leaders and their selection, but not with a particular focus on elite universities. Our theoretical disquiet in this conceptual article is linked with an enduring unease that processes of formal and informal merit work to reproduce, not eradicate, deep inequities in the recruitment and appointment of Vice Chancellors, Presidents, or Rectors at elite universities. In this article, we suggest that we need to rethink and reframe how we approach equality, diversity and inclusion in higher education leadership at elite universities We propose a different set of questions need to be asked; questions about performative understandings of merit and meritocracy. We argue that underpinning rhetoric of meritocracy works as a visible and audible performative tool that offers an appearance of a just, fair, and neutral process, yet reinforces the sameness of leadership. In querying discourses of merit and troubling the façade of diversity we take an intersectional approach, moving beyond single and conventional forms of discrimination. This conceptual paper draws upon a range of literatures and illustrative biographical examples to highlight the critical importance of an intersectional analysis that situates merit as form of advantage/disadvantage precisely because of the way in which these discourses are framed and enacted. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic brought unprecedented challenges to higher education. This paper explores the challenges Indonesian female academics encountered during the pandemic in which the boundaries between home and work were further blurred. Accordingly, the gender gap was further widened as unpaid and unacknowledged academic and domestic work disproportionately affected women. This paper draws on data gathered from survey, diary studies and in-depth interviews with female academics in the social sciences and humanities. It examines how Indonesian female academics juggled domestic and professional work at home, caring duties both at home and work, and shouldering administrative workloads. In addition, findings reveal that female academics found new meanings in their academic work and the importance of caring and collective solidarity, especially in a crisis such as the pandemic. [ABSTRACT FROM AUTHOR]

In this article, in which I draw on a keynote address to the 2022 Australian Teacher Education Association conference, I take up the challenge to provoke conversations about and advocate for public teacher education. I call for a disruption to accountability discourses that locate teaching and teacher education as a contemporary public policy problem that presuppose regimes of accreditation and compliance will address perceived issues. This article offers a counterpoint to these debates and shifts attention to the critical role of teacher educators and the importance of reclaiming public teacher education. [ABSTRACT FROM AUTHOR]

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Early advocates for the expansion of women's higher education imagined a future that was deeply embedded in their aspirations for social, economic and political equality. In the vanguard of campaigns for wider access to higher education were women professors, they themselves outsiders within an academic hierarchy marked by male privilege. This article shines the spotlight on two women professors to understand the educational, social and cultural processes that shaped their lives. In doing so the extent to which their work was deeply marked by personal ties, social practices and traditions is revealed. The focus on the careers of Mary Hayden (1862–1942) and Virginia Crocheron Gildersleeve (1877–1965) highlights the themes and commonalities that emerge from their individual stories and the importance of continued nuanced and critical assessments of women's professional lives. [ABSTRACT FROM AUTHOR]

Over the last century, higher education has profoundly changed the contours of women's lives. While securing an academic or professional qualification has significantly opened up opportunities for educated women, the shifting possibilities for work have not been uniformly experienced. Themes of resistance, moral outrage, and bureaucratic invisibility emerge to highlight the continuities and discontinuities women faced irrespective of circumstance of national identity. [ABSTRACT FROM AUTHOR]

The focus of this article is the first cohort of academic women who carved out an intellectual space for themselves in the Department of Home Science at the University of New Zealand. I begin with an overview of emerging appointment patterns of academic women against a backdrop of contemporary concerns about the higher education of women. I then turn my attention to ways in which women home scientists sought to define and develop their disciplinary expertise and professional knowledge. I trace the career trajectories of the first three women professors and highlight the extent to which these women worked to define their own intellectual boundaries, establish themselves as experts in a feminised scientific field while at the same time working within a gendered domain. I move beyond thinking about the factors and forces that inextricably linked women with domestic space of the home, and invite consideration of women's work as scientists of the home, consumer educators, and experts in new fields of research. [ABSTRACT FROM AUTHOR]

This article considers the ambivalent and contradictory positions that women in senior leadership roles in universities occupy. And while women continue to be numerically in the minority in senior leadership positions, this relative invisibility can work to their advantage; they are neither inside nor outside of the university hierarchy. Inside/outside presents a useful metaphor as it foregrounds the ambivalences and contradictions women leaders experience. Drawing on a two-year project, I tease out ways in which women navigate their institutional and individual positioning as leaders. These offer a glimpse into the formal and informal ways in which women shape and contest prevailing leadership practices. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses articles in the issue on topics including corporatisation of education, neoliberalism and educational administration.

An introduction is presented in which the editor discusses articles in the issue on topics including educational leadership, educational administration, and education history.

In Australia as well as elsewhere, initial teacher education has become centre stage to a political agenda that calls for global competitiveness in the knowledge economy. The common problem cited has been declining educational standards linked with the quality of teaching and teacher education. The avalanche of review and policy reform has exposed teacher education to neoliberal demands as well as political and public scrutiny. A policy web of interconnected concerns related to selection, curriculum, professional practice, graduation as well as employment fuels current reforms. [ABSTRACT FROM PUBLISHER]

An introduction is presented in which the topics discussed in the issue are mentioned which includes neoliberalism, education administration and competition.

The effects of gender on organisational structures for professional university staff have been largely overlooked in the literature. Using data from one Australian university, we examine the location of professional female staff in the organisational hierarchy. Our analysis indicated that significant gendered segregation existed within and across role level, function, and position title. Women comprised the majority of university professional staff yet the minority of senior administrative positions. Those women who were in senior executive positions were clustered in support areas at the fringe of the decision-making powers of the university. At mid-level management, where numbers of males and females were equivalent, evidence indicated that women assumed a level of greater responsibility yet at lower salary levels. These factors all contribute to professional women's invisibility within the new climate of higher education. This invisibility works to limit current and future career possibilities, as this article highlights. [ABSTRACT FROM AUTHOR]

An introduction is presented to the issue of the journal that discusses the impact on the field of educational administration of the book "Educational Administration and the Social Sciences," edited by George Baron and William Taylor.

Significant challenges confront many Westernised institutions of higher education. Financial pressures, the increasing commodification of higher education and the insistent demands of the global marketplace, have changed the configuration of academe. One of the immediate consequences has been that the role of the professoriate has altered through unrelenting pressure to serve the managerial interests of the university rather than the scholarly interests of the field. The new competitive realities of the corporatised university have inevitably and irrevocably changed the role of the contemporary professoriate. What is now required is a defence of the university as a public institution and the advancement of public intellectual inquiry. This is the fundamental challenge for the professoriate in the twenty-first-century university. [ABSTRACT FROM PUBLISHER]

This conceptual paper traces the development of the culture and capture of celebrity in the field of educational leadership. Drawing on Rojek’s (Celebrity. London: Reaktion Books, 2001) typology of celebrity, we examine the emergence of celebrity of leadership that is activated via the current policy environment that compels schools and school leaders to be recognised and well-known. It is this well-knownness that subsequently contributes to the school as a marketable commodity that “people like us” desire. We highlight the complex convergence of these two phenomena in our reading of the independent school sector in Victoria (Australia). [ABSTRACT FROM PUBLISHER]

An introduction is presented which discusses various reports within the issue on topics including the roles of the state and civil society in the management of public education, new public management (NPM), and merit pay for teachers.

In this article, we argue that leadership of schools is a form of performance that has become ritualised and routinised through the official scripting of policy texts that mandate how leadership of schools should occur. Our interrogation of recent policy scripts in Australia reveals that there is limited scope for leadership in schools to occur as accountability mechanisms and policy directives codify the professional expertise that leaders are required to possess, act out and act on. [ABSTRACT FROM PUBLISHER]

An introduction is presented in which the editors discuss various reports within the issue on topics including educational administration, the book "The Pendulum Swings: Transforming School Reform" by Bernard Barker, and merit-based pay for teachers.

The article discusses various published reports within the issue, including one that examines self-managing schools, one that discusses education in New Zealand and one that examines decentralisation in French education.

The tales we tell here focus on the ethical issues arising from our research practice with vulnerable young participants and those for whom research has been inextricably linked with European imperialism and colonialism. The importance of relational obligations, temporality and potential for a continuing narrative approach to ethical research cannot be underestimated, and accordingly we recount our experiences in order to highlight these obligations as well as ethical tensions that we encountered. Importantly, our tales and the underpinning theorization suggest that Human Research Ethics Committees (HRECs) 'perform' their duties and make decisions to a pre-ordained set of prescriptive standards that do not necessarily take into account the agency of vulnerable young people or Indigenous women. [ABSTRACT FROM AUTHOR]

In this article I examine the role of ANZHES and its contribution to the development of the field over the past 40 years. Drawing on a range of theories, I argue that the annual exchange (or pilgrimage) of academics between Australia and New Zealand has been a vital component in the nurturing of our intellectual geographies and the formation of ANZHES as an intellectual community of scholars. And while ANZHES might well be borderless, there has been a gradual emergence of a border zone as academic work, academic knowledge and the Academy has been increasingly fractured, partitioned and dispersed. What then is the disciplinary territory that historians of education now occupy? How has the landscape of our work shifted and changed? To what extent might these connections be represented in ANZHES’ academic journal? [ABSTRACT FROM AUTHOR]

The article presents an introduction to the issue, highlighting the central theme of the intersection between educational policy, reform and their practical application by educators.

My intention in this article is not to solely 'talk up' or 'talk back' to troubling dominant discourses about, and practices in, educational leadership, but to authenticate and legitimate Indigenous women's voices through theorising their leadership realities and by situating such knowledge in the cultural spaces that they occupy. Accordingly, this article leads with the voices of Indigenous women that shape the theoretical discussion. Finally, I offer alternative ways of seeing the relationship between community, schools and leaders from Indigenous perspectives. [ABSTRACT FROM AUTHOR]

The article presents an introduction to the November 2009 issue, highlighting featured articles on systemic educational criticism and change by Bruce Addison, Linda Hammersley-Fletcher, and Howard Youngs.

The article presents a study which discusses the issues of social justice and socially just outcomes in education within the context of westernised nation-states. The study, which focuses on New Zealand, traces policies and reforms for the past 20 years and provided information how these altered the management and administration of schools. It explores two phases of educational reforms, the functional and the production period. In addition, it discusses the precursor of change in the main purpose of schools.

Fiscal efficiency and organizational effectiveness were the primary objectives that underpinned the reform of educational administration in New Zealand in the late 1980s. The consequent re-organization of schools and schooling located responsibility and accountability for school performance, teachers' work and student outcomes firmly at the door of local schools. The response from schools, as this article reports, was to devise bureaucratic solutions to deal with a complex mix of new tasks that were created; this included marketing, financial management, human resources management and strategic planning. One of the unintended consequences was schools increasingly became hierarchical and this invariably placed some teachers in roles of authority over others. Although terms such as 'senior manager', 'middle manager' or 'middle leader' have been variously used to describe these roles, an empirical project conducted in three New Zealand secondary schools reveals that management tasks and activities dominate teachers' work and that there is, consequently, little or no time for leadership. In the words of one participant 'the tyranny of bureaucracy leaves little time for leadership'. [ABSTRACT FROM AUTHOR]

Terms such as 'leader', 'manager', 'teacher' and 'student' prevail in most schools and, accordingly, school hierarchies are viewed as rational ways of organizing teachers and their work that institutionalize authority. We are deeply concerned that the term 'teacher leadership' has crept into educational vocabulary and there has not been sustained and robust debate either about the term or its use and misuse in schools. Although one of the positive aspects that this term signals is the possibility of more participation in schools, the enduring contradiction is that leadership remains hierarchical and connected with organizational purpose. More specifically, teacher leadership is a seductively functionalist way in which teacher commitment to neo-liberal reform has been secured. [ABSTRACT FROM AUTHOR]

For the past two decades schools and teachers in New Zealand and elsewhere have been the subject of and subjected to intense public scrutiny of their performance and professional activities. In effect, policy solutions have cast teacher and school performance as a 'problem' to be solved/resolved via the intervention of the State. Consequently, the policy remedy has been the introduction of audit mechanisms such as systems of performance management to define, regulate and control teaching and teachers. That is, the State has directly intervened in the professional work and activities of teachers based on the flawed assumption that teachers cannot be trusted and therefore require the intervention of the State and its agencies to ensure their performance is aligned with organisational objectives. And while one of the hallmarks of a profession and professional practice is adherence to a set of prescribed standards, performance management has rendered teachers accountable to the State, not professional peers. And, as this article outlines, this has served to de-professionalise teaching and teachers' work. [ABSTRACT FROM AUTHOR]

There is an emergent field of effective leadership of schools that is the product of recent policy strategies regarding the relationship between the state, public policy and knowledge. It is argued in this paper that this is producing a centralised branded form of effective leadership for the commissioning and delivery of provision that is essential to the further extension of the market into public education. Consequently, the future of leadership research is related directly to a technical form of knowledge production that produces evidence to support ongoing reform. While the situation looks gloomy the authors examine strategies for those who believe in educational leadership research to use to both challenge and to generate alternatives. They argue for doing intellectual work and being a public intellectual so that what 'counts' as leadership and good practice research is challenged and questioned in ways that both counter and provide alternatives to deeply entrenched conservative interests regarding public services. [ABSTRACT FROM AUTHOR]

In this article, we examine the role of academic journals in the development of the field. In particular we focus on JEAH as an illustrative example of an academic journal that has, from the outset, reflected and portrayed intellectual developments in educational administration and history. We argue that academic journals, in effect, are one of the most visible and ostensibly powerful forms of knowledge production that can be a highly political and contested process. Moreover, attempts over the past few decades to utilise qualitative or quantitative measures to weigh and measure the (apparent) status and impact of academic journals serve to invoke ratings wars that can only rebound to the disadvantage of scholarship in discipline of education and the field of educational administration and history. [ABSTRACT FROM AUTHOR]

In this first editorial paper we scope the terrain on which the JEAH is located and consider the knowledge production process that will shape the journal and, in turn, enable the journal to shape what is known and what is worth knowing. We begin by making a case for productive pluralism where we assert that the JEAH is not directly connected to a particular society or epistemic group, and so the opportunity exists for a range of work that focuses on historical understandings of educational administration to be published. We make the argument that educational administration is a field of study and practice, and that it can draw on historical perspectives and research designs to enable new insights and theoretical explanations to be developed. [ABSTRACT FROM AUTHOR]

The article discusses various reports published within the issue, including one by Roy Lowe on the trends in the field of educational administration and history and another by Peter Ribbins on the history of the development of the field.

The historiography of women's higher education has almost exclusively charted women's admission to universities, institutional responses to increasing numbers of women students and women's struggles to claim a presence as academics and administrators. Less attention has however been paid to the history and agency of women professors who were invariably positioned at the margins of the Academy. For example, at the University of New Zealand (1871-1961) only four women were appointed as professors and all served in the Faculty of Home Science. This article sketches a collective portrait of Winifred Boys Smith (1911-1921), Helen Rawson (1921-1924), Ann Strong (1921-1941) and Elizabeth Gregory (1941-1961) and theorises women's presence at the margins of men's scholarly worlds. [ABSTRACT FROM AUTHOR]

This Special Edition provides the opportunity for researchers to talk about their professional and research journeys that they have experienced through doctoral work. Our aim is to make public such stories so that the process of renewal and development within the field is opened up in ways that recognize the value and challenges of postgraduate study. In this introductory article we scope this and raise some issues that are central to how the field has a sense of itself combined with how knowledge production is conceptualized and practised. [ABSTRACT FROM AUTHOR]

Higher education for women students and women academics was besieged with structural inequalities. From its inception, the University of New Zealand (1871-1961) drew on the patriarchal traditions of the British universities that linked the Academy with men's scholarly and professional worlds. The establishment of a Department of Home Science offered the university the possibility of proclaiming that 'no distinction of sex 'existed in terms of entry and access by scholarly women to this elite institution. In this 'academic kitchen', scholarly women who exemplified appropriate feminine behaviour taught Nutrition, Clothing and Home Management; subjects that were deeply connected with women's domain. This article offers a (re)interpretation of the educational activities of the first generation of women professors and highlights the extent to which these scholarly women actively worked to create a community of intellectual women, thereby subverting institutional intentions for the 'appropriate' higher education of women. [ABSTRACT FROM AUTHOR]

Theory and research in the field of educational leadership and management has grown exponentially in the past decade. I am troubled however by the apparent primacy of ethnocentric ways of knowing, acting and leading. And while we might heed Dimmock and Walker's call for a cross-cultural approach to leadership and management, located at the periphery are bodies of knowledge for/about Indigenous ways of leading and being led. This article reports on a three-year research project conducted in New Zealand, Australia and Canada for/with Indigenous women. Evidence points to the triple bind Indigenous women face due to exigencies of race and gender and the two worlds they occupy; the Indigenous and the non-Indigenous. [ABSTRACT FROM AUTHOR]

This article answers the question on the factors to consider before a historical account can be called an archive, by taking into account the diaries and letters of Marianne Coldham Williams and Jane Nelson Williams. Records such as letters, dairies and journals that may have been considered private in the past are stored in archives as public accounts of the past. This therefore raises questions as to how this institutional passage from the private to the public has occurred and why private accounts by women seldom surface in public archives and as a public record of the past. The letters and diaries of Marianne Coldham Williams and Jane Nelson Williams are fragmented accounts of lives and activities that permit historians a glimpse of the historical past. This archival evidence reflects ways in which these two CMS women contributed to a civilizing imperial mission that was conducted with/in their house and home.

Responds to "Journal of Educational Administration and History" editor Roy Lowe's invitation to reflect on the original aims of the Journal and how these might be understood from the perspective of the editorial board and subscribers. Workforce that supports and enables learners and learning; Settings in which learners learn; When learners learn.

Purpose -- During the 2000-2004 period, one New Zealand tertiary institution provided a management development programme for experienced secondary school principals. Aims to determine the extent to which the learning had been sustained beyond the formal programme Design/methodology/approach -- A postal questionnaire was administered to 80 participants seeking responses to questions concerning the programme and whether the learning had been transferred to their organisations. Findings -- Empirical data suggested that while the programme was highly valued and there was a high degree of willingness to sustain the learning, this is only possible if school boards actively support principals to engage in critical reflection by providing time and opportunity. This research project provides evidence of the need for principals to participate in advanced management development in order to stimulate their own leadership learning. Originality/value -- Findings from this research will be of benefit to policy makers, employing authorities and principals. [ABSTRACT FROM AUTHOR]

The article suggests possibilities and strategies for collaborative cross-cultural research partnerships and highlights the principles and ethical values that underpinned and guided the research project from inception. Indigenous communities remain concerned about research into their lives, their control over and participation in the research process and the public dissemination of knowledge. Research has been done "on the relatively powerless for the relatively powerful" and, as a consequence, indigenous knowledge has been appropriated and commodified. In countries such as New Zealand, Australia and Canada, there has been increasing recognition of the primacy of culturally appropriate research methodologies that stimulate opportunities for participants to engage within the research in powerful and meaningful ways.

Familial circumstances, language, religion, ethnicity, social location and life experiences impact on the increasingly diverse and complex composition of individuals and their communities. While the influence of these factors has been recognised in terms of our research and theorising, arguably these intellectual activities have been predicated on an unequal relationship between researcher(s) and participant(s). The production of knowledge as a consequence of research has not necessarily positioned participants (the 'researched') as powerful with respect to issues of access, the conduct of the research and ownership of the intellectual and cultural products of the research process. Yet, as this paper will ask, how might research be conducted and reported with/in diverse communities that recognises the powerful position and voices of participants? This paper reports on the challenges of conducting research with Indigenous women leaders in educational organisations in Aotearoa New Zealand and Australia and suggests how research based on a collaborative cross-cultural partnership might be conducted, nurtured and sustained. [ABSTRACT FROM AUTHOR]

The history of evangelical activity in northern Aotearoa/New Zealand in the early-19th century is deeply marked by the presence of missionaries. Positioned in an auxiliary role, missionary women as wives and mothers were incorporated into the work of the mission station which primarily involved responsibility for domestic and familial tasks. In the period 1827-45, there were three distinct phases of women's contribution to the public work of the Paihia mission. In the first phase, educated middle-class women established and taught in the Native Girls' school and English Girls' school. In the second phase and in response to the growing demands of the mission community, unmarried daughters of resident missionaries were recruited as pupil assistants. For three of these girls in particular, this work provided a form of apprenticeship as they were subsequently appointed and registered as missionaries. By the early 1830s, the recruitment of women missionaries entered its third phase when the CMS sent a number of single women from England. This paper reports on the three phases of women's involvement in missionary endeavours and ways in which this increasing level of involvement helped in the development of mission work as a professional occupation for women. [ABSTRACT FROM AUTHOR]

Research in educational leadership and management, while comprehensive in its scope and direction, has considerable imbalances that have contributed to what Blackmore (1999) has termed the monoculture of the powerful. The focus on the apparent intractability of leadership as a male domain and ways in which women have negotiated the gendered nature of their professional lives has provided opportunities for debate and the emergence of (oppositional) discourses that account for women's ways of knowing and leading. Yet, as this article argues, these discourses of privilege and opportunity have not accounted for trajectories of ethnicity and diversity. The critique of Western ethnocentric notions of leadership presented in this article is informed by debates on issues such as gender and educational leadership that have produced meta-narratives that explore and explain women and men's ways of leading. One of the troubling aspects of Western leadership theories is the claim that the functions and features of leadership can be transported and legitimated across homogenous educational systems. Despite changes that have been made in definitions and descriptions of educational leadership to provide a focus on gender, there is the implicit assumption that while educational leadership might be practised differently according to gender, these discourses essentially remain both raced and classed. Thus, the construct of educational leadership needs to be more broadly theorised in order for cross-cultural discourses to emerge. [ABSTRACT FROM AUTHOR]

Describes a textual map on the educational network of missionary women in New Zealand in the period 1823–40. Representations of evangelical women's educative activities; Exchange of correspondence between the cultural and evangelical metropole; Introduction of the tenets of civilization in the country's mission.

The critique of western ethnocentric notions of leadership presented in this paper is informed by debates on issues such as gender and educational leadership that have produced meta-narratives that explore and explain women and men's ways of leading. One of the troubling aspects of western leadership theories is the claim that the functions and features of leadership can be transported and legitimated across homogenous educational systems. Despite changes that have been made in definitions and descriptions of educational leadership to provide a focus on gender, there is the implicit assumption that while educational leadership might be practised differently according to gender, there is a failure to consider the values and practices of indigenous educational leaders. Thus, the construct of educational leadership needs to be more broadly theorised in order for knowledge of indigenous ways of leading to emerge. [ABSTRACT FROM AUTHOR]