ABSTRACT
Transforming Education challenges the current global orthodoxy that ‘educational transformation’ can be achieved through a step-by-step implementation of centralised, performance-based strategies for school improvement.
Complex responsive processes theory is utilised in an original way to critique leadership myths and explore the alternative, deeper meanings of educational transformation. The theory opens up new forms of understanding about how ordinary practitioners negotiate the meanings of ‘improvement’ in their everyday practice. It is in the gap between the emergence of these local interactions and the predetermined designs of policy-makers that educational transformation can be lost or found.
This book is an essential read for education professionals and students interested in the fields of complexity, education policy, leadership and management.
TABLE OF CONTENTS
part |94 pages
The universe of complexity thinking
chapter |18 pages
Educational transformation in the global age
chapter |25 pages
(Un)certainty and the myth of control
chapter |24 pages
Complex responsive processes theory
chapter |24 pages
Researching complexity
part |73 pages
‘Global' policies and local interactions
chapter |24 pages
The myth of ‘spectacular' solutions
chapter |25 pages
Everyday practice and the myth of perpetual crisis
chapter |21 pages
Rethinking policy, strategy and educational leadership
part |36 pages
Complex responsive processes theory and educational ends