ABSTRACT
In this chapter I situate scholarship in educational leadership, management and administration (ELMA) in its wider policy, professional and academic field. My goal is to show the ways in which ELMA scholarship, policy and practice are mutually constituted and (re)productive. The second part of the chapter focuses specifically on the kinds of research projects that are undertaken by ELMA scholars. My intention is not to offer an intellectual history of the field per se but, rather, to sketch out the kinds of research questions and agendas that dominate, and that are marginal to, ELMA. I begin, as is congruent with a Bourdieusian approach, by considering changes in the education field writ large.
