Written by Underhill, P. (2006). Program Preparation; Key Idea and Theory
Bricoleur, as presented herein, is used metaphorically and in a postmodern or post-formal (Kincheloe & Steinberg, 1999) sense to represent methods, practices and cultural materials that the scholar-practitioner uses as s/he interacts in the complex web of relationships among knowledge, inquiry, practice, and learning. The purpose of this discussion is to critically examine the role of the school leader within the multiple contexts of the school. Specifically, I offer an examination of the school leader as a scholarly practitioner who must draw upon a wide range of scholarly methods, practices, and knowledges necessary to working within and across the political, cultural, economic, and social dynamics of the school and society.
Also in this issue
- Failure to Make A.Y.P. on School Improvement and Staff Development Efforts
- Faculty Action-Research: Applying Learning Pattern Theory to an E-folio Initiative
- Offering Graduate Courses for Educational Leaders: Refining Teaching Modes And Approaches Towards Best Practices
- Combining Forces in the Development of Programs and Services: Bringing Education, Government, and Nonprofit Agencies Together
- Analyzing the Leadership Behavior of School Principals
- Exceptional Scholarship and Democratic Agendas: Interviews with Harold Netherby, Vernon Ravensdale, Leonard Mowbray, and Angelo Pellegrino
- Hope Replenished: Exceptional Scholarship Strides in Educational Administration
- Perceptions within the Discipline: Exceptional Scholarship in Educational Leadership and Administration