26 SES 13 A, Mapping the Field of Research on Education Leadership Administration and Management: Methodological, thematical and regional perspective
Over the past two decades, scholarship in educational leadership and management has undergone a gradual but increasingly noticeable sea change in the composition of the literature. Thirty years ago, EDLM research was generated almost exclusively from scholars located in a handful of economically developed, Anglo-American societies (e.g., USA, Canada, United Kingdom, Australia, New Zealand, Netherlands). Although the educational leadership and management scholarship has been the subject of 30 years of potent critiques (Bridges, 1982; Campbell & Faber, 1961; Erickson, 1979; Leithwood, Begley & Cousins, 1990), it was not until the mid-1990s that the cultural relativity of the educational leadership and management knowledge base was first acknowledged. Scholars working outside of mainstream centers of educational leadership and management scholarship began to question the tacit assumption of the universality of the educational leadership and management knowledge base (Bajunid, 1996; Cheng, 1995). These critiques led scholars to declare an urgent need for research from more diverse national settings in order to achieve the goal of building a truly global knowledge base in educational leadership and management (Oplatka, 2004; Ribbins & Gronn, 2000; Walker & Dimmock, 2002). Over the ensuing 20 years, scholarship from ‘emerging regions’ of the world (e.g., Asia, Africa Latin America) sought to address this gap in the educational leadership and management knowledge base (e.g., Clarke & O’Donoghue, 2017; Gumus, Bellibas, Esen, & Gumus, 2016; Mertkan, Arsan, Inal Cavlan, & Onurkan, 2017; Oplatka & Arar, 2017). Indeed, efforts to document the increased production of knowledge from specific regions have recently begun to appear in international education journals (e.g., Flessa, Bramwell, Fernandez, & Weinstein, 2017; Oplatka & Arar, 2017; Walker, Hu & Qian, 2012). Nonetheless, to date, scholars have yet to assess the changing composition of the EDLM literature with a focus on knowledge production from emerging regions of the world.
Bajunid, I. A. (1996). Preliminary explorations of indigenous perspectives of educational management: The evolving Malaysian experience. Journal of Educational Administration, 34(5), 50-73. Bridges, E. (1982). Research on the school administrator: The state-of-the-art, 1967-1980. Educational Administration Quarterly, 18(3), 12-33. Campbell, R.F., & Faber C. (1961). Administrative behavior: Theory and research. Review of Educational Research, 31(4), 353-367. Cheng, K. M. (1995). The neglected dimension: Cultural comparison in educational administration. In K. C. Wong & K. M. Cheng (Eds.), Educational leadership and change (pp. 87-102). Hong Kong: Hong Kong University Press. Clarke, S., & O’Donoghue, T. (2017). Educational leadership and context: A rendering of an inseparable relationship, British Journal of Educational Studies, 65(2), 167-182. Erickson, D. (1967). The school administrator. Review of Educational Research, 37(4), 417-432. Flessa, J. Bramwell, D., Fernandez, M., & Weinstein, J. (2017). School leadership in Latin America 2000–2016. Educational Management Administration & Leadership. Published online 21 Jul 2017. Gumus, S., Bellibas, M. S., Esen, M., & Gumus, E. (2016). A systematic review of studies on leadership models in educational research from 1980 to 2014, Educational Management Administration and Leadership, 1-8. DOI:1741143216659296
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
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