NEW BOOK KLAXON: Future Alternatives for Educational Leadership

“The work of an educator has never been challenged the way it is today. Leadership in education during current political turmoil, economic uncertainty, and global health crisis may sound like a mission impossible. But wait, this future-focused volume comes to the rescue for educational leaders from classrooms to ministerial cabinets. It is a must-read for anyone hoping to understand what it is to be a leader in the post-pandemic world.”

Pasi Sahlberg – Professor of Education Policy, The University of New South Wales and author of Finnish Lessons 3.0: What Can the World Learn from Educational Change in Finland

I am beyond thrilled to announce the soon-to-be-released book Future Alternatives for Educational Leadership: Diversity, Inclusion, Equity and Democracy, an exciting edited collection of contributions by outstanding authors in the field of educational leadership.

As its title suggests, this book presents future alternatives in the educational leadership space. Its contributions consider the history of the field of educational leadership, what the reality of educational leadership is right now, and importantly, what is needed in educational leadership next.

This book offers provocations for what’s now and what’s next in educational leadership, simultaneously bringing the field both back to its basics—of equity, democracy, humanity, and education for all—and forward to productive, innovative, and necessary possibilities. Written during the pandemic reality of 2020, this collection shares the global voices and expertise of prominent and emerging leaders, scholars, and practitioners in education from the UK, USA, South America, Canada, Europe, Australia, and the Middle East. Authors engage with the complexities and uncertainties of leading in education. They examine research, reflections, and real stories from which school leaders, education system leaders, policymakers, and researchers in the field of educational leadership, can learn, and in which they will find honesty, authority, and inspiration to guide the future of the field. The new perspectives and hopeful alternatives presented in this outstanding book are essential to researchers, school leaders, policymakers, and are key to advancing education into positive and democratic futures.

I have edited this outstanding volume and am incredible grateful to the book’s contributors for their thought-provoking, important chapters, written during the tumult of 2020, often during rolling lockdowns, university and school closures and reopenings, remote teaching, educational upheaval, fast policy, anxiety, uncertainty, and crises.

Thank you to Beatriz Pont for writing the Foreword and to Professors Yong Zhao, Jane Wilkinson, Pasi Sahlberg and Ellie Drago-Severson for their endorsements of the book. Yong Zhao describes it as “a fantastic collection of brilliant voicesa much-needed hopeful volume“. Jane Wilkinson calls it a “timely and important book” providing “a rich and diverse set of insights into the past, present, and potential future of educational leadership“. Ellie Drago-Severson says it is “a treasure trove of insights and wisdom to help shift paradigms in educational leadership“. Pasi Sahlberg asserts that the book is a “future-focused volume” that “comes to the rescue for educational leaders from classrooms to ministerial cabinets” and “a must-read for anyone hoping to understand what it is to be a leader in the post-pandemic world.

I can’t wait until the book is published. In the meantime, check the link to the book (currently available for pre-order and on sale) and the Table of Contents below for more details.

Future Alternatives for Educational Leadership: Table of Contents

  • Foreword. Beatriz Pont
  • Introduction: What’s now and what’s next in educational leadership. Deborah M. Netolicky

Section I: Knowledge and Theory of Educational Leadership

1. Back to the future: Recuperating educational administration? Pat Thomson

2. Leading forward by salvaging for the future. Christine Grice

3. Wayfinding: Navigating complexity for sustainable school leadership. Deborah M. Netolicky and Claire Golledge

4. Leading in context: Lessons from Nuance. Michael Fullan

5. Distributed leadership and networking: Exploring the evidence base. Cecilia Azorín, Alma Harris, and Michelle Jones

Section 2: Diversity and Inclusion in Educational Leadership

6. Multilevel distributed leadership: From why to how. Asmaa Al-Fadala, Richard Paquin Morel, and James Spillane

7. “Deadly leadership” in the pursuit of Indigenous education excellence. Suraiya Hameed, Marnee Shay, and Jodie Miller

8. Leadership, identity, and intersectionality. Andy Hargreaves and Dennis Shirley

9. Women as leaders in education: What works and what must we improve? Vivienne Porritt

10. A tale of two leaders: Reflecting on senior co-leadership in higher education. Karen Edge

Section 3: Systems and Structures for Educational Leadership

11. Leading large-scale educational change in the 21st Century: Educational leadership pre-, during, and post-pandemic. Carol Campbell

12. Educational administration’s Paradises Lost: A flâneur/se stroll through the futures past. Eugenie A. Samier

13. Schools as ecosystems of leadership: Leading by all and for all. Liliana Mularczyk

14. Leading to liberate learning: Educational change meets social movements. Santiago Rincón-Gallardo

15. What could education leadership look like outside the system? Annie Kidder, Eloise Tan, and Christine Corso

  • Conclusion: Educational leadership for all. Deborah M. Netolicky
Authors of Future Alternatives for Educational Leadership

20 things I learned in 2020.

I have written less in 2020 on this blog than in any other year since starting it in 2014. Like many, I have been busy, shell shocked, wrung dry, and spread thin by the events (personal, local and global) of this year. Before this one there have been 20 blog posts in 2020. I almost didn’t want to ruin that symmetry by writing post #21, but here it is: a brief run down of those things that this year brought into sharp relief for me.

Of course, I learned plenty things this year, such as how to dress for video calls, that living in the world’s most isolated city is a blessing during a pandemic, and that full toilet paper shelves in supermarkets can be symbolic of a community’s sense of psychological safety. But these didn’t make my list of 20 things I ‘learned’. Perhaps I should have titled this blog post ‘20 things I already knew but learned for real in 2020’. The experiences of this year have helped me understand their significance beyond their aphoristic ‘truthiness’. And here they are:

  1. We need to listen to research and science, not opinion, misinformation, and social media noise. But research and science can’t tell us everything. Sometimes we don’t know, or we don’t know yet. We need to make the best decisions we can with the best information we have.
  2. The Western world moves at a cracking pace that isn’t healthy, sustainable, or good for the planet. We need to rethink the ways in which we live and work, but it’s difficult to change our norms, assumptions, and ingrained ways of behaving and being in the world.
  3. We don’t need to be in the office or workplace to be working. We can lead more flexible and integrated work-home lives.
  4. Our world is full of inequities that become starker and more sickening during a crisis.
  5. Health and wellbeing are paramount, and are the responsibility of everyone. To ensure the health of populations around the world, governance and leadership matter, but so do the actions of each individual.
  6. We are relational, interdependent, social organisms whose biology draws us to one another – physically, emotionally, and cognitively. When we are forced to distance from one another, it hurts.
  7. Among the most important things in life are our family and friends. We must live our lives as though being with those we love is one of our essential needs.
  8. Wellbeing is more than being physically well. Anxiety, uncertainty, loneliness, loss, and trauma can have wide ranging and unexpected impacts.
  9. Meaningful work is crucial to wellbeing.
  10. Technologies can help us to connect with one another, but do not replace face to face connection.
  11. Webinars and virtual conferences allow greater breadth of participation but do not allow the time and head space of a physical conference held away from home.
  12. There are many in our societies who are undervalued but whose work is essential and often invisible. Cleaners, grocery suppliers, delivery drivers, facilities managers, nurses, doctors, care workers, pharmacists, and teachers deserve ongoing professional trust and respect.
  13. Teachers can’t be replaced by technology, but technologies can enhance teaching and allow students to display independence, resilience, and autonomy in their learning.
  14. Remote teaching and learning (like any major undertaking) requires careful design and responsive implementation if it is to be successful.
  15. Schools are more than places of learning. They are sites of community, relationships, society, values, and care. They also serve the practical, economic function of looking after children while parents go to work.
  16. When leading during a crisis it is tempting to focus on the immediate, the problematic, and the measurable, but leaders must simultaneously consider the possible, the human, and the humane.
  17. Collaboration is key to a positive future: local, national, and global collaboration that is meaningful, transparent, and productive, and focused on the shared moral purpose of the greater good for all.
  18. It’s hard to support others when we are ourselves struggling. It’s hard for a community to support each other when many are struggling.
  19. Being kind to others means listening with empathy and taking positive action, sometimes without being asked.
  20. Being kind to ourselves means giving ourselves permission to say no, being present with our feelings and reactions, and prioritising what’s important to us.

As we near the end of 2020, I hope that, in amongst the challenges and difficulties this year, each of you experienced moments of hope, gratitude, and reflection.