Invisible Bodies in Educational Leadership

• In Event: Underexplored Facets of Educational Leadership: Emotion, Roles, Crisis, and Time

Abstract

Most accounts of educational leadership construct “bodyless” leaders. The taboo on documenting bodies in leadership, claims Sinclair (2005) serves to prevent discussions on gender and power: “If one is male, powerful and senior, then one is more likely to be portrayed as bodyless” (p. 390). Therefore, this paper draws upon an empirical study of leadership practice to show how principals and central office leaders use their bodies and bodily performances (e.g., language practices, gestures, gaze, facial expressions) to enact leadership. Findings from a five-month qualitative study suggest that educational leadership is gendered and bodily performances are entwined with the exercise of power. Future research on how physical aspects of leadership might reinforce gender norms and sustain inequity is suggested.

Author

• Gopal Midha, University of Virginia