De-centring the leader: using the theory of practice architectures in a postgraduate education course

Reich, A; Lizier, AL

De-centring the leader: using the theory of practice architectures in a postgraduate education course

Reich, A

Lizier, AL

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Publisher:: Informa UK Limited
Publication Type:: Journal Article
Citation:: Journal of Educational Administration and History, 2022, pp. 1-17
Issue Date:: 2022-01-01

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Field	Value	Language
dc.contributor.author	Reich, A https://orcid.org/0000-0002-1051-0261
dc.contributor.author	Lizier, AL
dc.date.accessioned	2023-01-16T05:18:11Z
dc.date.available	2023-01-16T05:18:11Z
dc.date.issued	2022-01-01
dc.identifier.citation	Journal of Educational Administration and History, 2022, pp. 1-17
dc.identifier.issn	0022-0620
dc.identifier.issn	1478-7431
dc.identifier.uri	http://hdl.handle.net/10453/165026
dc.description.abstract	Much of the literature on leadership within education has centred on the heroic leader. Despite recent approaches moving away from trait and behavioural theories, the centrality of the individual leader persists. Recent practice perspectives have shifted the focus from leadership as an individual activity of a leader to leading as practices. This paper discusses how a practice perspective informed by the theory of practice architectures (TPA), has been used in the teaching of ‘leadership’ in an Australian Masterssubject to challenge conceptions of the heroic leader. It explores the use of the TPA to engage students in examining leading learning practices in workplaces and as a way of challenging their often deeply held beliefs and practices around leadership. In so doing, the approach decentres the leader and provides a lens for viewing leading learning as webs of interactions of practices rather than the traits and behaviours of an individual leader.
dc.language	en
dc.publisher	Informa UK Limited
dc.relation.ispartof	Journal of Educational Administration and History
dc.relation.isbasedon	10.1080/00220620.2022.2114435
dc.rights	This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Educational Administration and History on 23 Aug 2022, available online: http://www.tandfonline.com/10.1080/00220620.2022.2114435
dc.rights	info:eu-repo/semantics/embargoedAccess
dc.subject	1303 Specialist Studies in Education, 2103 Historical Studies, 2202 History and Philosophy of Specific Fields
dc.title	De-centring the leader: using the theory of practice architectures in a postgraduate education course
dc.type	Journal Article
utslib.for	1303 Specialist Studies in Education
utslib.for	2103 Historical Studies
utslib.for	2202 History and Philosophy of Specific Fields
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	open_access	*
utslib.copyright.embargo	2024-02-23T00:00:00+1000Z
dc.date.updated	2023-01-16T05:18:10Z
pubs.publication-status	Published

Abstract:

Much of the literature on leadership within education has centred on the heroic leader. Despite recent approaches moving away from trait and behavioural theories, the centrality of the individual leader persists. Recent practice perspectives have shifted the focus from leadership as an individual activity of a leader to leading as practices. This paper discusses how a practice perspective informed by the theory of practice architectures (TPA), has been used in the teaching of ‘leadership’ in an Australian Masterssubject to challenge conceptions of the heroic leader. It explores the use of the TPA to engage students in examining leading learning practices in workplaces and as a way of challenging their often deeply held beliefs and practices around leadership. In so doing, the approach decentres the leader and provides a lens for viewing leading learning as webs of interactions of practices rather than the traits and behaviours of an individual leader.

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http://hdl.handle.net/10453/165026