ABSTRACT
The articulation of school autonomy into practice nationally, regionally and locally is highly situated in terms of what it enables or impedes with regard to the professional autonomy of principals and teachers. Principal autonomy does not necessarily mean greater teacher professional autonomy. This chapter features one of the case studies in our research — a large secondary college in a low socio-economic outer suburban area in Victoria. We draw on interview data to present two conflicting stories of autonomy. Supported by a managerial restructure reflecting distributed leadership, we juxtapose the positive account of autonomy expressed by the leadership team with the negative account expressed by teachers. We explore the justice implications of this disjuncture and argue for the importance of critically examining the complex ways in which the intentions and enactments of distributed leadership can be differently articulated and understood within the context of school autonomy reform.
