Search

In this article we investigate educational leadership as a site of practice, utilising the notion of "practice architectures" as our lens. The latter shifts Etienne Wenger's more individualising notion of 'learning architectures' to a broader study of the systems and organisations that prefigure educational practices and potentially, leading praxis. Drawing on three forms of educational leadership in Australia, Norway and Sweden, we explore how possibilities for changes to the practice conditions of schools and universities may be engendered in ways that are nurturing of "leading praxis". We critically examine what practice architectures as a concept may reveal about leadership practice and in turn, praxis. We argue that leadership and educational leaders are particularly important to investigate, for as the key "architects of practice architectures" they are in a position to influence the conditions in which praxis may flourish or be constrained. (Contains 1 note.)

In this article we investigate educational leadership as a site of practice, utilising the notion of 'practice architectures' as our lens. The latter shifts Etienne Wenger's more individualising notion of 'learning architectures' to a broader study of the systems and organisations that prefigure educational practices and potentially, leading praxis. Drawing on three forms of educational leadership in Australia, Norway and Sweden, we explore how possibilities for changes to the practice conditions of schools and universities may be engendered in ways that are nurturing of 'leading praxis'. We critically examine what practice architectures as a concept may reveal about leadership practice and in turn, praxis. We argue that leadership and educational leaders are particularly important to investigate, for as the key 'architects of practice architectures' they are in a position to influence the conditions in which praxis may flourish or be constrained. [ABSTRACT FROM AUTHOR]