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Disrupting School Leadership- A Leadership of Disruption

  • Author / Creator
    Penelope Jean Stiles
  • This thesis examines the concept of school leadership and its importance to the dynamics of power, micro-politics, and relationships while embracing an ontology of becoming formed in schools and the current milieu of global neo-liberal education reforms. It has been undertaken as a (re)reading and (re)engagement with data generated from a 7-year school research network that brought together principals, teachers, students, academic researchers, policy makers, and teacher union leaders from Alberta and Ontario, Canada; Finland; New Zealand; Norway; and the United States. The Alberta-International (AI) partnerships initiated and supported school (principal, teacher, and student) action research projects that explored ways of improving the schooling experiences for participants.
    This thesis aims to (re)read the broader AI partnership efforts engaging with the analytical apparatus, tools, and concepts drawn from the philosophical orientation of Gilles Deleuze and Félix Guattari (1983). This work was focussed on a schizoanalysis of the leadership practices, transversal relationships, and collective subjectivities produced throughout the AI partnerships. The overall goal was to describe the conditions necessary to produce micro-political sites of action and resistance that might open schools and education to a world-making beyond the current striations of intensified accountabilities, the narrowing of curriculum, and the “reengineering” of standards of practice—all powered by the mechanics of socio-technologization.
    Using a methodological approach characterized as excursions, the study drew on the problematic of the subject working through the triad of self-reflection, self-reflexion, and self-refleXion as constructed by jan jagodzinski (2008). While the original AI partnership work was focused on crossing boundaries conceived as geographic spaces, this study offers Deleuze|Guattari (1983, 1987) research cartographies as a way to move through the intensities of the AI partnership participants that might reignite thinking amongst the many absent voices in schools including (especially) students, teachers, and school leaders.

  • Subjects / Keywords
  • Graduation date
    Fall 2019
  • Type of Item
    Thesis
  • Degree
    Doctor of Philosophy
  • DOI
    https://doi.org/10.7939/r3-zh6t-at96
  • License
    Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.