ABSTRACT
In this chapter, the power relationship between adults and children in the classroom is discussed as well as the less accessible area of leadership and power amongst the children themselves. In the same way that competence was discussed, less from an individual and more from a relational theoretical viewpoint, so too leadership, with its connotations of power and authority, is looked at from the viewpoint of social practices. This draws on the Foucauldian (1982) notion that identity is both deeply social and created by and inseparable from power. Therefore, the theoretical perspective of the chapter challenges an exclusively individual view of a leader as someone particularly visionary or personally charismatic.
