Engaging with Educational Leadership Relationally

Abstract

This chapter looks at whether the opportunity provided by Scott Eacott to look at educational leadership relationally can change our view of educational leadership. It draws on the power of the ``leadership'' narrative to subsume scholarship to pragmatic needs, rather than using challenging scholarship to ask new questions about the intellectual and practical social spaces in which schools as organizations operate. Finally, it asks whether scholars who work with school leaders also need to rise to the challenge of difficult areas in order to progress the leadership narrative overall.