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Gendered educational leadership: beneath the monoglossic façade

Fuller, Kay

Authors

KAY FULLER Kay.Fuller@nottingham.ac.uk
Associate Professor



Abstract

Recent gender retheorisation has drawn on Mikhail Bakhtin's literary and linguistic theories of monoglossia and heteroglossia to reconcile seemingly contradictory gender discourses. Thus, girls/women and boys/men as they are biologically sexed might be discussed within a poststructural gender theory discourse that disconnects gender from the body. The concepts of gender monoglossia, gender heteroglossia and polyglossia have been applied here to empirical research into the construction of gendered leadership as it was seen to be done by one woman head teacher. The accounts of members of staff expose heteroglossia in the articulation of their understandings of gendered leadership beneath the construction of a monoglossic façade. They also reveal an understanding of polyglossic simultaneity as the head teacher is observed to ‘switch’ seamlessly between modes of doing gendered leadership depending on context and circumstances. There is also evidence of polyglossic simultaneity in the reports that might lead to the rejection and/or redefinition of gender theory discourses.

Journal Article Type Article
Publication Date May 20, 2014
Journal Gender and Education
Print ISSN 0954-0253
Electronic ISSN 1360-0516
Publisher Taylor & Francis (Routledge)
Peer Reviewed Peer Reviewed
Volume 26
Issue 4
APA6 Citation Fuller, K. (2014). Gendered educational leadership: beneath the monoglossic façade. Gender and Education, 26(4), doi:10.1080/09540253.2014.907393
DOI https://doi.org/10.1080/09540253.2014.907393
Keywords Gender, School Leadership, Mikhail Bakhtin, Discourse, Gender Monoglossia and Heteroglossia, Multilingualism
Publisher URL http://www.tandfonline.com/doi/abs/10.1080/09540253.2014.907393
Copyright Statement Copyright information regarding this work can be found at the following address: http://eprints.nottingh.../end_user_agreement.pdf
Additional Information This is an Accepted Manuscript of an article published by Taylor & Francis in Gender and Education on 20 May 2014, available online: http://www.tandfonline....80/09540253.2014.907393

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Copyright Statement
Copyright information regarding this work can be found at the following address: http://eprints.nottingham.ac.uk/end_user_agreement.pdf





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