Reclaiming Education in Educational Leadership

Abstract

In this chapter, I employ a critical scholarship lens to foreground edu- cation as a key but often marginalised concept in educational leadership scholarship. In so doing, I draw on and extend theorising and empirical work conducted with Australian and international colleagues, which examined the eco- logical links between leading, professional learning, teaching, students’ learning, and researching practices. I argue that part of the process of reclaiming education in educational leadership requires a need for new and different kinds of thinking tools drawn from a range of disciplines with which to apprehend the lifeworld of edu- cational leadership practice. Introduction