Summary
Contents
Subject index
“This book will challenge, enlighten, and transform. The authors invite us to re-examine our core values as educational leaders, reconsider our priorities, and place the humanity of children at the center of our work.”
—Nancy Skerritt, Assistant Superintendent,Tahoma School District, Maple Valley, WA
“By their analysis, Lumby and English expose the power of language to shape meaning. By their skill, they illustrate the power of language to engage and enrich. Their work is an important contribution to how we understand and practice leadership in all fields.”
—Steven R. Thompson, Coordinator, School Leadership Program, Miami University
An imaginative approach to rethinking and revitalizing your leadership practice!
Research has shown that metaphors inspire leaders to reflect on their mind-sets, behaviors, practices, and approaches, leading to new perspectives on their roles. Using such thought-provoking and unexpected metaphors as “leadership as war” and “leadership as lunacy,” the authors draw readers through historical perspectives and cognitive possibilities that inspire, resolve, confuse, and provoke reflection on the state of leadership in education. This book examines the current discourse on educational leadership models, behaviors, and roles, and helps school and district leaders:
Understand the power of metaphor and how metaphors have been used to define leadership; Develop a deeper connection to their roles and their approaches; Initiate change in themselves and in others
By inspiring creative thinking and critical reflection, Leadership as Lunacy helps leaders achieve personal and professional growth and invigorate their professional relationships!
Leadership as Machine
Leadership as Machine
Now, what I want is Facts.
Running the Factory
A widely known embodiment of the education leader as machine is Mr. Gradgrind in Dickens's 1854 novel Hard Times. Mr. Gradgrind urges his pupils to avoid all “fancies,” such as emotion or imagination, and stick to learning useful facts that must be drilled into children in an unremitting stream of numbers and definitions. The Victorian values satirized by Dickens believe the school should be efficient, above all else, in preparing the young for a useful place in the economy and in society, and to avoid waste of time on cultivating useless qualities such as empathy or love of the beautiful.
The idea of the school as an efficient system that produces ...
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