Wood, Margaret ORCID: https://orcid.org/0000-0001-5067-1978, Pennington, Andrew and Su, Feng (2018) Pre-figurative practice and the educational leadership of Sir Alec Clegg in the West Riding of Yorkshire, England (1945-1974). Journal of Educational Administration and History, 50 (4). pp. 299-315.

	Text (Paper accepted for the Journal of Educational Administration and History) Prefigurative Practice and ed leadership of Alec Clegg.docx - Accepted Version Download (52kB)
Preview	Text Prefigurative Practice and ed leadership of Alec Clegg.pdf - Accepted Version Download (126kB) | Preview

Abstract

This article recalls a time when local government infrastructure was strong and a Chief Education Officer’s (CEO) vision could be realised across a region, in Clegg's case the West Riding of Yorkshire, one of the largest of the pre-1974 counties in England. It is timely to revisit Clegg's educational leadership and practice from 1945-1974, as a valuable source of learning, and challenge to the current ideologically-informed policy rhetoric which has undermined the framework of democratic educational decision-making. The authors identify four possible areas to learn from Clegg’s work. Firstly, the need for CEOs or their modern-day equivalents or successors, to consider their potential as political and community leaders; secondly, Clegg’s leadership style prefigures some of the recent discussion about the leadership of public services in uncertain times; thirdly a re-evaluation of administration and bureaucracy; and lastly the need for supportive partnerships to enable schools to thrive.

Item Type:	Article
Additional Information:	“This is an Accepted Manuscript of an article published by Taylor & Francis in the Journal of Educational Administration and History on 09/08/18, available online: http://www.tandfonline.com/10.1080/00220620.2018.1501010”
Status:	Published
DOI:	https://doi.org/10.1080/00220620.2018.1501010
Subjects:	L Education > LA History of education L Education > LB Theory and practice of education
School/Department:	School of Education, Language and Psychology
URI:	https://ray.yorksj.ac.uk/id/eprint/3386

University Staff: Request a correction | RaY Editors: Update this record