Analytical contemplation: Having clear guiding principles generates its own power

Carter, D

Analytical contemplation: Having clear guiding principles generates its own power

Carter, D

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Publisher:: Taylor & Francis
Publication Type:: Chapter
Citation:: Power, Politics, and the Playground: Perspectives on Power and Authority in Education, 2024, pp. 127-135
Issue Date:: 2024-01-01

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Field	Value	Language
dc.contributor.author	Carter, D https://orcid.org/0000-0002-8974-5337
dc.date.accessioned	2024-07-30T05:53:43Z
dc.date.available	2024-07-30T05:53:43Z
dc.date.issued	2024-01-01
dc.identifier.citation	Power, Politics, and the Playground: Perspectives on Power and Authority in Education, 2024, pp. 127-135
dc.identifier.uri	http://hdl.handle.net/10453/179882
dc.description.abstract	In the previous chapter, “Having clear guiding principles generates its own power”, Adrian provides a series of principles which helped to guide his actions and programme of reform as minister for education. In the following analysis, I refer to several incidents Adrian recounts, focusing on the following: The difference between ‘power to’, ‘power with’ and ‘power over’ and how these matter in the exercise of power. The formation of a ‘dominant coalition’ to drive change. The importance of phronesis (practical wisdom) to effect change. Resisting change - how different ‘cultures’ of resistance are evident in education.
dc.language	en
dc.publisher	Taylor & Francis
dc.relation.ispartof	Power, Politics, and the Playground: Perspectives on Power and Authority in Education
dc.relation.isbasedon	10.4324/9781003312451-16
dc.rights	info:eu-repo/semantics/restrictedAccess
dc.title	Analytical contemplation: Having clear guiding principles generates its own power
dc.type	Chapter
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	recently_added	*
dc.date.updated	2024-07-30T05:53:40Z
pubs.publication-status	Published

Abstract:

In the previous chapter, “Having clear guiding principles generates its own power”, Adrian provides a series of principles which helped to guide his actions and programme of reform as minister for education. In the following analysis, I refer to several incidents Adrian recounts, focusing on the following: The difference between ‘power to’, ‘power with’ and ‘power over’ and how these matter in the exercise of power. The formation of a ‘dominant coalition’ to drive change. The importance of phronesis (practical wisdom) to effect change. Resisting change - how different ‘cultures’ of resistance are evident in education.

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http://hdl.handle.net/10453/179882