Reflective Leading: A Case of a Principal's Practice in a Small Urban Primary School

• In Event: 14.028 - Educational Change: Examining Policies and Practices in the Caribbean and Africa

Abstract

This case highlights a school principal’s reflective leading practice as she works to transform the social and educational status of students, teachers and community in a small urban primary or elementary school. We employ shadowing, a technique popularized in work based education and photo elicitation as research tools. The data generated were analysed using a practice architectures theoretical framework to identify the cultural-discursive, material-economic and social-political arrangements which enable and sustain a practice of reflective and distributive leading. The findings have implications for the realisation of a praxis oriented relationship between leading practices and educational development as a promotion of human and cultural capital.

Authors

• Laurette Maria Stacy Bristol, Catholic College of Mandeville

• Talia Randa Esnard, The University of the West Indies - St. Augustine

• Launcelot Brown, Duquesne University