Analytical contemplation: Being an education leader and acting like a dictator doesn’t work
- Publisher:
- Taylor & Francis
- Publication Type:
- Chapter
- Citation:
- Power, Politics, and the Playground: Perspectives on Power and Authority in Education, 2024, pp. 64-73
- Issue Date:
- 2024-01-01
Recently Added
Copyright Clearance Process
- Recently Added
- In Progress
- Open Access
This item is new to OPUS and is not currently available.
In this analytical contemplation, the following points are covered: The origins of ‘soft power’ as a concept related to international relations and its applicability in education. Soft power resources: persuasion, strategic narrative, credibility, attraction. How the accumulation of these resources enhances power and authority. In the previous chapter, Adrian refers to the use of ‘soft power’ as a means to achieve his goals. We all recognise this term and have probably used it in conversation to explain how and why an event happened and who exerted such power. Although this term is often used in diplomacy and international relations, it is applicable to us when we examine relationships and wielding of power in education. According to Nye (2008), soft power is a type of constructive engagement and “rests on the ability to shape the preferences of others” (p. 95). It is associated with “assets such as attractive personality, culture, political values, institutions, and policies that are seen as legitimate or having moral authority” (p. 95). Soft power is a complex idea (Durrani, 2023, p. 2) and has been used in various ways and, at times, finds itself “stretched and twisted” (Nye, 2006, p. 140). However, what we can say with a degree of certainty is that the use of soft power does not draw on coercion or force but utilises irresistible narratives and credible and attractive reputations and builds collaborative networks (Durrani, 2023; McClory, 2015).
Please use this identifier to cite or link to this item: