Creative leadership: A new category or more of the same?

Journal of Educational Administration and History

Volumn 43, Issue 3, 2011, Pages 249-272

  Thomson, Pat ^a  

^a UNIVERSITY OF NOTTINGHAM   (United Kingdom)

Author keywords

creativity; deconstruction; leadership

Indexed keywords

EID: 84858111596     PISSN: 00220620     EISSN: 14787431     Source Type: Journal    
DOI: 10.1080/00220620.2011.586493     Document Type: Article

References (69)

1. See for example, Jane Henry, Creative Management and Development (London: Sage, 2006).
2. Chris Bilton, Management and Creativity. From Creative Industries to Creative Management (London: Continuum, 2007).
3. Pat Thomson, Christine Hall, and Ken Jones, Creative School Change: Final Report (London: Culture, Creativity and Education, 2010). Also available on http://www. artsandcreativityresearch.org.uk.
4. See http://www.creative-partnerships.com/about/schools-of-creativity.
5. Michel Foucault, The Archeology of Knowledge (London: Routledge, 1972/1995, ed. and trans. R. Sheridan).
6. see also 'Politics and The Study of Discourse', in The Foucault Effect: Studies in Governmentality, ed. Graham Burchell, Colin Gordon, and Peter Miller (Chicago: University of Chicago Press, 1991), 53-72.
7. See for example, Nancy Hartsock, 'Foucault on Power: A Theory for Women?', in Feminism/Postmodernism, ed. Linda Nicholson (London: Routledge, 1990), 157-75 Paul Patton, 'Foucault's Subject of Power', Political Theory Newsletter 6, no. 1 (1994): 60-71.
8. Paul Patton, 'Foucault's Subject of Power', Political Theory Newsletter 6, no. 1 (1994): 60-71.
9. Jana Sawicki, 'Feminism, Foucault, and the "Subjects" of Power and Freedom', in Feminist Interpretations of Foucault, ed. Susan Hekman (Philadelphia: University of Pennsylvania Press, 1996), 159-78.
10. David Hoy, 'Foucault and Critical Theory', in The Later Foucault, ed. Jeremy Moss (London: Sage, 1998), 18-32.
11. See for example, Pat Thomson and Sally Wellard, Get a Grip on Research: Critical and Postcritical Approaches (Geelong: Deakin University Press, 1999).
12. Morwenna Griffiths, Educational Research for Social Justice: Fairly Different (Buckingham: Open University Press, 1998).
13. Morwenna Griffiths, Educational Research for Social Justice. Getting Off the Fence (Buckingham: Open University Press, 2003).
14. Sir Ken Robinson chaired the National Advisory Committee on Creative and Cultural Education (NACCE) which produced a widely cited report, All Our Futures (Sudbury: HMSO, 1999).
15. Bill Lucas, Power up your Mind. Learn Faster, Work Smarter (London: Nicolas Brealey Publishing, 2001), 38, cited in Louise Stoll and Julie Timperley, 'Creative Leadership Teams. Capacity Building and Succession Planning', Management in Education 23, no. 1 (2009): 12-18.
16. Harris cites John West-Burnham, 'Creative Leadership' (paper presented at the International Symposium on the Art of Creative Leadership, Bali, February 2008).
17. See for example, Anna Craft, 'Early Years Education in England and Little c Creativity: The Third Wave?', Korean Journal of Thinking and Problem Solving 13, no. 1 (2003): 49-58.
18. Debates about creativity have a long history, see Elena Belfiore and Oliver Bennett, The Social Impact of The Arts: An Intellectual History (London: Palgrave Macmillan, 2008), and cover multiple disciplinary perspectives and epistemological traditions, for example, see Tudor Rickards, Mark Runco, and Susan Moger, eds., The Routledge Companion to Creativity (New York: Routledge, 2009).
19. Shanjukta Banaji and Andrew Burn, Rhetorics of Creativity: A Review of the Literature (London: Creative Partnerships, Arts Council England, 2007).
20. For example, see Kieran Egan, Children's Minds, Talking Rabbits and Clockwork Oranges (New York: Teachers College Press, 1999).
21. Julian Sefton Green and Rebecca Sinker, eds., Evaluating Creativity: Making and Learning by Young People (London: Routledge, 2000).
22. Anna Craft, Bob Jeffrey, and Mike Leibling, Creativity in Education (London: Continuum, 2001).
23. Alan Cropley, Creativity in Education and Learning (London: RoutledgeFalmer, 2001).
24. Avril Loveless, Literature Review in Creativity, New Technologies and Learning (Bristol: NESTA Futurelab, 2002).
25. This is a position consistently critiqued by futurists, see for example, Mattias Hojer and Lars-Goran Mattson, 'Determinism and Back-Casting in Future Studies', Futures 32, no. 7 (2000): 613-34.
26. See Michael Peters, Simon Marginson, and Peter Murphy, Creativity and the Global Knowledge Economy (New York: Peter Lang, 2008).
27. Nikolas Rose, Governing the Soul. The Shaping of the Private Self (Free Association Books: London, 1999).
28. There is ongoing debate and evidence about this phenomenon, see for example, Judyth Sachs, 'Teachers' Professional Identity: Competing Discourses, Competing Outcomes', Journal of Education Policy 16, no. 2 (2001): 149-61.
29. Ian Stronach, Brian Corbon, Olwen McNamara, Sheila Stark, and Tony Warne, 'Towards an Uncertain Politics of Professionalism: Teacher and Nurse Identities in Flux', Journal of Education Policy 17, no. 1 (2002): 109-38.
30. Susan Lasky, 'A Sociocultural Approach to Understanding Teacher Identity, Agency and Professional Vulnerability in a Context of Secondary School Reform', Teaching and Teacher Education 21, no. 8 (2005): 899-916.
31. There is a history of trenchant critique of generic skills, see for example, Terry Hyland and Steve Johnson, 'Of Cabbages and Key Skills: Exploding the Mythology of Transferable Skills in Post-School-Education', Journal of Further and Higher Education 22, no. 2 (1998): 163-72.
32. Johnathan Payne, 'The Unbearable Lightness of Skills: The Changing Meaning of Skill in UK Policy Discourses and Some Implications for Education and Training', Journal of Education Policy 15, no. 3 (2000): 353-69.
33. Frank Coffield, 'A Tale of Three Little Pigs: Building the Learning Society with Straw', Evaluation & Research in Education 12, no. 1 (1998): 44-58.
34. Pat Thomson and Ethel Sanders, 'Creativity and Whole School Change: An Investigation of English Headteachers' Practices', Journal of Educational Change 11, no. 1 (2010): 63-83.
35. Louise Stoll and Julie Timperley, 'Creative Leadership: A Challenge of Our Times', School Leadership & Management 29, no. 1 (2009): 65-78.
36. This is detailed in Stoll and Timperley, 'Creative Leadership Teams'.
37. There is considerable detail however in other works by Harris, see for example, A. Harris, S. James, J. Gunraj, P. Clarke, and B. Harris, Improving Schools in Exceptionally Challenging Circumstances. Tales From the Frontline (London: Continuum, 2006).
38. Alma Harris, Distributed School Leadership. Developing Tomorrow's Leaders (London: Routledge, 2008).
39. Ken Jones and Pat Thomson, 'Policy Rhetoric and the Renovation of English Schooling: The Case of Creative Partnerships', Journal of Education Policy 23, no. 6 (2008): 715-27.
40. Michael Fullan, The Moral Imperative of School Leadership (Thousand Oaks, CA: Corwin, 2003).
41. D. Hopkins, Every School a Great School (Maidenhead: Open University Press/McGrawHill, 2007).
42. See for example, Mel Ainscow and Mel West, eds., Improving Urban Schools: Leadership and Collaboration (Buckingham: Open University Press, 2006).
43. For example, see Michael Bottery, Education, Policy and Ethics (London: Continuum, 2000).
44. R. Starratt, Centering Educational Administration. CultivatingMeaning, Community, Responsibility (Mahwah, NJ: Lawrence Erlbaum, 2003).
45. Susan Banks, Ethics, Accountability and the Social Professions (Hampshire: Palgrave, 2004).
46. Thomson, Hall, and Jones, Creative School Change: Final Report.
47. Pat Thomson, Whole School Change: A Review of the Literature, 2nd ed. (London: Creativity, Culture and Education, 2010).
48. Michael Young, The Curriculum of the Future: From the New Sociology of Education to a Critical Theory of Learning (London: RoutledgeFalmer, 1998).
49. See Robin Alexander, ed., Children, Their Worlds, Their Education. Final Report and Recommendations of the Cambridge Primary Review (London: Routledge, 2009).
50. A metaphor often used by the late Garth Boomer.
51. See the classic text by Jean Anyon, 'Social Class and the Hidden Curriculum of Work', Journal of Education 162, no. 1 (1980): 67-92 and the update by Pat Thomson, Christine Hall, and Ken Jones, 'Maggie's Day: A Small-scale Analysis of English Education Policy', Journal of Education Policy 25, no. 5 (2010): 639-56.
52. Robin Alexander, Culture and Pedagogy. International Comparisons in Primary Education (Oxford: Blackwell, 2000).
53. This is a point consistently made by researchers, see Pat Tunstall and Caroline Gipps, 'Teacher Feedback to Young Children in Formative Assessment: A Typology', British Educational Research Journal 22, no. 4 (1996): 389-404.
54. and a decade later, Mark Priestley and Daniela Syme, 'Formative Assessment for All: A Whole-School Approach to Pedagogic Change', The Curriculum Journal 16, no. 4 (2005): 475-92.
55. Judy Ireson and Sue Hallam, Ability Grouping in Education (London: Paul Chapman, 2001).
56. Jeanie Oakes, Keeping Track. How Schools Structure Inequality (New Haven, CT: Yale University Press, 2005).
57. Pat Thomson, School Leadership: Heads on the Block? (London: Routledge, 2010).
58. For example see Roger Slee, Gaby Weiner, and Sally Tomlinson, eds., School Effectiveness for Whom? Challenges to the School Effectiveness and School Improvement Movements (London: Falmer, 1998).
59. Martin Thrupp, School Improvement: An Unofficial Approach (London: Continuum, 2005).
60. This summary is based on an analysis of the case studies presented by Terry Wrigley, Pat Thomson, and Bob Lingard, eds., Changing Schools: Alternative Approaches to Make a World of Difference (London: Routledge, in press).
61. See http://www.artsandcreativityresearch.org.uk.
62. See Sue Swaffield and John MacBeath, 'School Self-evaluation and the Role of a Critical Friend', Cambridge Journal of Education 35, no. 2 (2005): 239-52.
63. Pat Sikes and Anthony Potts, eds., Researching Education from the Inside (London: Routledge, 2008).
64. Pat Thomson, Chris Day, Robert Curtis, and William Beales, 'Change Leadership Case Studies'. Unpublished manuscript commissioned by NCSL (2009).
65. Thomson, Hall, and Jones, Creative School Change: Final Report.
66. For a history of Reggio Emilia see Carolyn Edwards, Leila Gandini, and George Forman, eds., The Hundred Languages of Children. The Reggio Emilia Approach. Advanced Reflections (Greenwich, CT: Ablex Publishing, 1998).
67. Norma Gonzales, Luis Moll, and Cathy Amanti, Funds of Knowledge (Mahwah, NJ: Lawrence Erlbaum, 2005).
68. James Beane, Curriculum Integration. Designing the Core of Democratic Education (New York: Teachers College Press, 1997).
69. Martin Haberman, Star Principals. Serving Children in Poverty (Indianapolis, IN: Kappa Delta Pi, 1999).