Learning to Lead in Early Childhood Education makes a major new contribution to the educational leadership literature in early childhood education. Three sharply contrasting theoretical and methodological approaches are explained, each with an accompanying case study as a separate chapter. This allows readers to clearly see the relationship between theory, research, and practice, including theory-driven approaches to analysis. By drawing the case studies from three countries - Australia, Norway, and Aotearoa New Zealand, including one involving Indigenous participants - this book allows readers to learn about early childhood leadership policy and cultures in settings with different languages, histories, and national contexts. It will appeal to early childhood centre leaders, early childhood education and leadership academics, and post-graduate students in educational leadership interested in the potential of - and for - multiple approaches to leadership research and learning in early childhood education.
Sprache
Verlagsort
Zielgruppe
Produkt-Hinweis
Fadenheftung
Gewebe-Einband
Illustrationen
Worked examples or Exercises
Maße
Höhe: 229 mm
Breite: 152 mm
Dicke: 11 mm
Gewicht
ISBN-13
978-1-316-51928-8 (9781316519288)
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Schweitzer Klassifikation
Joce Nuttall is a Research Professor at Australian Catholic University, Australia, and a Fellow of the Australian Teacher Education Association. Joce's research focuses on professional learning in early childhood education, mainly in Aotearoa New Zealand and Australia, and through collaboration with colleagues in England, Norway, and South Korea.
Autor*in
Australian Catholic University, Melbourne
Ostfold University College, Norway
Monash University, Victoria
1. The impetus for this book: our early childhood leadership think tank; 2. Nau mai e Hine ki te Aoturoa a tou tupuna a Tanematuai tiki ai ki roto o Matangireia i a Io Matangaro, i roto o Rangiatea a whata ana; 3. Te Kete Aronui - harmful knowledge: colonization, racism, and white privilege in the lives of Ma?ori women - leading in mainstream early childhood centres in Aotearoa, New Zealand; 4. Leadership as change: immanent knowledge practices for emergent educational leaderships and organizational learning; 5. Knowledge possibilizing: a transgressional learning and leadership model; 6. A cultural-historical activity theory perspective on learning to lead; 7. Leading organizational change: the case of Haneul Early Learning Centre; 8. A conversation between approaches: no gifts, no comparisons, just enough food for thought - He whakawhiti whakaaro korero.
