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All Outputs (12)

Critical perspectives in and approaches to educational leadership in England (2021)
Book Chapter
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

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... Read More about Critical perspectives in and approaches to educational leadership in England.

Editorial: Ways of Seeing Women’s Leadership in Education—Stories, Images, Metaphors, Methods and Theories (2021)
Journal Article
Fuller, K., Moorosi, P., Showunmi, V., & Shah, S. (2021). Editorial: Ways of Seeing Women’s Leadership in Education—Stories, Images, Metaphors, Methods and Theories. Frontiers in Education, 6, Article 781049. https://doi.org/10.3389/feduc.2021.781049

Gender and educational leadership remains a focus for scholarly interest precisely because gender inequalities remain. That is the case 30 years on from the publication of seminal works that established gender and women in educational leadership as a... Read More about Editorial: Ways of Seeing Women’s Leadership in Education—Stories, Images, Metaphors, Methods and Theories.

The “7 Up” Intersectionality Life Grid: A Tool for Reflexive Practice (2020)
Journal Article
Fuller, K. (2020). The “7 Up” Intersectionality Life Grid: A Tool for Reflexive Practice. Frontiers in Education, 5(77), https://doi.org/10.3389/feduc.2020.00077

Feminist epistemology ensures women’s ways of seeing are central to research purpose and process. In particular, feminist standpoint theory, including Black feminist standpoint theory, recognizes epistemic privilege. Situated knowledge, what is known... Read More about The “7 Up” Intersectionality Life Grid: A Tool for Reflexive Practice.

Leadership and intersectionality: Constructions of successful leadership among Black women school principals in three different contexts (2018)
Journal Article
Moorosi, P., Fuller, K., & Reilly, E. (2018). Leadership and intersectionality: Constructions of successful leadership among Black women school principals in three different contexts. Management in Education, 32(4), 152-159. https://doi.org/10.1177/0892020618791006

Using intersectionality theory, the article presents constructions of successful leadership by three Black women school principals in three different contexts: England, South Africa and the United States. The article is premised on the overall shorta... Read More about Leadership and intersectionality: Constructions of successful leadership among Black women school principals in three different contexts.

New lands, new languages: navigating intersectionality in school leadership (2018)
Journal Article
Fuller, K. (2018). New lands, new languages: navigating intersectionality in school leadership. Frontiers in Education, 3, Article 25. https://doi.org/10.3389/feduc.2018.00025

In the global context of deepening social and political divisions and at a time of growing forced displacement of people due to conflict, there is an ever increasing need for educators and school leaders to understand issues relating to equality and... Read More about New lands, new languages: navigating intersectionality in school leadership.

Secondary school leadership preparation and development: Experiences and aspirations of members of senior leadership teams (SLTs) (2018)
Journal Article
Cliffe, J., Fuller, K., & Moorosi, P. (2018). Secondary school leadership preparation and development: Experiences and aspirations of members of senior leadership teams (SLTs). Management in Education, 32(2), 85-91. https://doi.org/10.1177/0892020618762714

In England, school leadership preparation has shifted from the National College and local authorities to teaching schools, their alliances and multi-academy trusts. Against this changing educational landscape, we investigate opportunities presented t... Read More about Secondary school leadership preparation and development: Experiences and aspirations of members of senior leadership teams (SLTs).

Women secondary head teachers in England: where are they now? (2017)
Journal Article
Fuller, K. (2017). Women secondary head teachers in England: where are they now?. Management in Education, 31(2), 54-68. https://doi.org/10.1177/0892020617696625

The underrepresentation of women in secondary school headship in England and elsewhere is an early and longstanding theme in the women and gender in educational leadership literature. The purpose of this article is to report findings from a statistic... Read More about Women secondary head teachers in England: where are they now?.

Looking for the women in Baron and Taylor's (1969) Educational administration and the social sciences (2014)
Journal Article
Fuller, K. (2014). Looking for the women in Baron and Taylor's (1969) Educational administration and the social sciences. Journal of Educational Administration and History, 46(3), https://doi.org/10.1080/00220620.2014.919903

A search for women in Baron and Taylor's (1969) Educational administration and the social sciences [London: The Athlone Press] using feminist poststructural discourse analysis (FPDA) has revealed a changing discourse about gendered educational admini... Read More about Looking for the women in Baron and Taylor's (1969) Educational administration and the social sciences.

Gendered educational leadership: beneath the monoglossic façade (2014)
Journal Article
Fuller, K. (2014). Gendered educational leadership: beneath the monoglossic façade. Gender and Education, 26(4), https://doi.org/10.1080/09540253.2014.907393

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... Read More about Gendered educational leadership: beneath the monoglossic façade.