Western politicians consider that leadership is essential for the delivery of educational reform. Everyone in a school - including children - needs to identify as a leader, have the word "leader" in their job title and role description, and be enthusiastic about this shift in their identity.In this important and timely book Helen Gunter examines how leaders, leading and leadership became the dominant theme in education. She asks questions about knowledge production and school leadership: what types of knowledge are used; which ways of knowing are preferred, and who is regarded as the trusted knowers? These questions uncover the assumed hierarchy of knowledge, and demonstrate how successive governments have favoured functional types of knowledge, ways of knowing that aim to measure impact, and knowers from particular research networks. It is essential reading for all those interested in public policy, education policy, and debates about governance and will be of interest to policymakers, researchers and educational professionals.
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