Critical approaches to leadership in education

Abstract

This article begins by presenting four main positions on the leadership in education territory: critical, humanistic, instrumental and scientific. It is argued that the current generic and globalised model of transformational leadership is rooted in the latter two positions and is the preferred model within government policy in England. The article then goes on to focus on the knowledge claims underpinning critical approaches by firstly, exploring the concerns raised about transformational leadership; and, secondly, examining alternative approaches to leadership theory and practice. In particular, emphasis is put on how the epistemology of research and theorising in critical work is inclusive of practice, connects practice with the processes of democratisation, and so opens up possibilities for teacher, student and community leadership as an educative relationship.