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The uses and abuses of power: teaching school leadership through children's literature

Thomson, Pat

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Abstract

There are relatively few studies of how representations of teachers, schools and educational administrators in popular films and television might be, and are, used in leadership preparation. This paper seeks to add to this small body of work; it reports on an exploratory study of the representation of headteachers in contemporary children's fiction. Thirty-one texts are analysed to ascertain key themes and the major characterisations. The paper draws on children's literature scholars to argue that both the historical school story and its contemporary counterpart focus heavily on the power of the head to control the micro-world of the school. Because these fictional accounts deal with issues of power and justice more openly than many mainstream educational administration texts, this makes them particularly useful in the preparation of potential school leaders.

Journal Article Type Article
Publication Date Sep 15, 2014
Journal Journal of Educational Administration and History
Print ISSN 0022-0620
Electronic ISSN 1478-7431
Publisher Taylor & Francis (Routledge)
Peer Reviewed Peer Reviewed
Volume 46
Issue 4
APA6 Citation Thomson, P. (2014). The uses and abuses of power: teaching school leadership through children's literature. Journal of Educational Administration and History, 46(4), doi:10.1080/00220620.2014.940858
DOI https://doi.org/10.1080/00220620.2014.940858
Keywords headteachers, representations, children's literature
Publisher URL http://www.tandfonline.com/doi/full/10.1080/00220620.2014.940858
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 Journal of Educational Administration and History on 15/09/2014, available online: http://www.tandfonline....0/00220620.2014.940858.

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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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