Structural Inequalities in Educational Leadership: Addressing Social and Professional Identities and Recognitional Power
JOURNAL OF ECONOMY CULTURE AND SOCIETY, cilt.66, ss.1-14, 2022 (ESCI)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 66
- Basım Tarihi: 2022
- Doi Numarası: 10.26650/jecs2022-972972
- Dergi Adı: JOURNAL OF ECONOMY CULTURE AND SOCIETY
- Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), ERIHPlus, Sobiad Atıf Dizini
- Sayfa Sayıları: ss.1-14
- Orta Doğu Teknik Üniversitesi Adresli: Evet
Özet
In this article, we aim to work toward a rich theoretical understanding
of the relationship between social identity, professional identity, and
school leadership in the context of recognitional power. We approach
the relationship the study constructs by problematizing the traditional
areas of leadership literature that is marked by veneration of leadership
and its functional toolkit that includes traits, attitudes, behaviors,
efficiency, productivity, mastery, etc. as antecedents to the leadership
process. In addition, the article aims to capture the intersection of
professional and social identity considering the relations of domination
and everyday practices of recognition. These goals are reflected in two
research questions: (1) How do we understand the relationship between
school leadership, social identity and professional identity? (2) How do
we approach social and professional identities in educational leadership
studies in terms of recognitional power? We propound that leadership
literature should include diverse epistemic approaches, problematize the
structural inequalities and the institutionalized relations of recognition
and recognitional power, and problematize the intersection of social
identity, professional identity, and recognitional power.