This chapter provides an account of the field from a critical perspective which will enable you to undertake an analysis of power which is relational and situated within the English context. In undertaking this analysis, we take seriously the notion that “knowledge production is located in specific spaces, bodies, times and assumptive practices” (Courtney, McGinity and Gunter, 2017, p. 153). The chapter will first address some of the key structural and discursive policy frames that have developed in England over the last 40 years as contrivances for understanding and theorising professional practice using critical perspectives and approaches.
Fuller, K., & McGinity, R. (2021). Critical perspectives in and approaches to educational leadership in England. In Understanding Educational Leadership (29-44). (1). London: Bloomsbury Publishing