Team publications relating to  leading practices, autonomy and social justice

  • Barty, K., Thomson, P., Blackmore, J., & Sachs, J. (2005). Unpacking the issues: Researching the shortage of school principals in two states in Australia. [journal article]. The Australian Educational Researcher, 32(3), pp. 1-18. doi:10.1007/bf03216824

  • Bates, R., & Eacott, S. (2008). Teaching educational leadership and administration in Australia. Journal of Educational Administration and History, 40(2), pp. 149-160. doi:10.1080/00220620802210913

  • Blackmore, J. (1986). Tensions to be Resolved in Participation and School-based Decision Making. Educational Administration Review, 4(1), pp. 29-47.

  • Blackmore, J. (1989). Educational leadership: A feminist critique and reconstruction. Critical perspectives on educational leadership, 27(56), pp. 93-129.

  • Blackmore, J. (1994). Devolution and the ‘new’ disadvantage. In J. Kenway (Ed.), Schooling what future? Balancing the education agenda (pp. 145-164). Melbourne: Deakin Centre for education and change.

  • Blackmore, J. (1996). Doing 'emotional labour' in the education market place: Stories from the field of women in management. Discourse: Studies in the Cultural Politics of Education, 17(3), pp. 337-349. doi:10.1080/0159630960170304

  • Blackmore, J. (1999). Troubling women: Feminism, leadership and educational change, Buckingham: Open University Press.

  • Blackmore, J. (2002). Leadership for socially just schooling: More substance and less style in high-risk, low-trust times? Journal of School Leadership, 12(2), pp. 198-222.

  • Blackmore, J. (2004a). Leading as emotional management work in high risk times: The counterintuitive impulses of performativity and passion. School Leadership & Management, 24(4), pp. 439-459. doi:10.1080/13632430410001316534

  • Blackmore, J. (2004b). Restructuring educational leadership in changing contexts: A local/global account of restructuring in Australia. Journal of Educational Change, 5(3), pp. 267-288. doi:10.1023/B:JEDU.0000041044.62626.99

  • Blackmore, J. (2006a). Deconstructing diversity discourses in the field of educational management and leadership. Educational Management Administration & Leadership, 34(2), pp. 181-199. doi:10.1177/1741143206062492

  • Blackmore, J. (2006b). Social justice and the study and practice of leadership in education: A feminist history. Journal of Educational Administration and History, 38(2), pp. 185-200. doi:10.1080/00220620600554876

  • Blackmore, J. (2007). Equity and social justice in Australian education systems: Retrospect and prospect. In W. T. Pink & G. W. Noblit (Eds.), International handbook of urban education, (pp. 249-264). Dordrecht: Springer Netherlands.

  • Blackmore, J. (2008). Leading Educational Re-design to Sustain Socially Just Schools under Conditions of Instability. Journal of Educational Leadership, Policy and Practice, 23(2), pp. 18-33.

  • Blackmore, J. (2009a). Leadership for social justice: a transnational dialogue. Journal of Research on Leadership Education, 4, pp. 1-10.

  • Blackmore, J. (2009b). Measures of hope and despair: Emotionality, politics and education. In E. Samier & M. Schmidt (Eds.), Emotional dimensions of educational administration and leadership, (pp. 109-124). Abingdon, England Routledge.

  • Blackmore, J. (2009c). Re/positioning women in educational leadership: The changing social relations and politics of gender in Australia. In H. C. Sobehart (Ed.), Women leading education across the continents: Sharing the spirit, fanning the flame, (pp. 73-83). Lanham: Rowman and Littlefield Education

  • Blackmore, J. (2010a). Disrupting notions of leadership from feminist post‐colonial positions. International Journal of Leadership in Education, 13(1), pp. 1-6. doi:10.1080/13603120903242949

  • Blackmore, J. (2010b). ‘The other within’: Race/gender disruptions to the professional learning of white educational leaders. International Journal of Leadership in Education, 13(1), pp. 45-61. doi:10.1080/13603120903242931

  • Blackmore, J. (2010c). Policy, practice and purpose in the field of education: a critical review. Critical Studies in Education, 51(1), pp. 101-111. doi:10.1080/17508480903450257

  • Blackmore, J. (2010d). Preparing leaders to work with emotions in culturally diverse educational communities. Journal of Educational Administration, 48(5), pp. 642-658. doi:10.1108/09578231011067785

  • Blackmore, J. (2011a). Bureaucratic, Corporate/market and Network Governance: Shifting Spaces for Gender Equity in Education. Gender, Work & Organization, 18(5), pp. 443-466. doi:10.1111/j.1468-0432.2009.00505.x

  • Blackmore, J. (2011c). Gender inequality and education: Changing local/global relations ina a'post colonial' world and the implications for feminist research. Educational Practice and Theory, 33(1), pp. 51-71.

  • Blackmore, J. (2011d). Leadership in Pursuit of Purpose: Social, Economic and Political Transformation. Counterpoints, 409, pp. 21-36.

  • Blackmore, J. (2011e). Lost in translation? Emotional intelligence, affective economies, leadership and organizational change. Journal of Educational Administration and History, 43(3), pp. 207-225. doi:10.1080/00220620.2011.586455

  • Blackmore, J. (2013a). A feminist critical perspective on educational leadership. International Journal of Leadership in Education, 16(2), pp. 139-154. doi:10.1080/13603124.2012.754057

  • Blackmore, J. (2013b). Forever troubling: Feminist theoretical work in education. In M. B. Weaver-Hightower & C. Skelton (Eds.), Leaders in gender and education: Intellectual self-portraits (pp. 15-31). Rotterdam: Sense Publishers.

  • Blackmore, J. (2014a). Cultural and gender politics in Australian education, the rise of edu-capitalism and the ‘fragile project’ of critical educational research. [journal article]. The Australian Educational Researcher, 41(5), pp. 499-520. doi:10.1007/s13384-014-0158-8

  • Blackmore, J. (2014b). ‘Wasting talent’? Gender and the problematics of academic disenchantment and disengagement with leadership. Higher Education Research & Development, 33(1), pp. 86-99. doi:10.1080/07294360.2013.864616

  • Blackmore, J. (2016). Educational Leadership and Nancy Fraser, London: Routledge.

  • Blackmore, J. (2017). ‘In the shadow of men’: The historical construction of educational administration as a ‘masculinist’enterprise. In J. Blackmore & J. Kenway (Eds.), Gender matters in educational administration and policy, (pp. 27-48). London: Routledge.

  • Blackmore, J. (2019). Feminism and neo/liberalism: contesting education's possibilities. Discourse: Studies in the Cultural Politics of Education, 40(2), pp. 176-190. doi:10.1080/01596306.2019.1569877

  • Blackmore, J., Bigum, C., Hodgens, J., & Laskey, L. (1996). Managed change and self-management in schools of the future. Leading and Managing, 2(3), pp. 195-220.

  • Blackmore, J., & Hutchison, K. (2010). Ambivalent relations: the ‘tricky footwork’ of parental involvement in school communities. International Journal of Inclusive Education, 14(5), pp. 499-515. doi:10.1080/13603110802657685

  • Blackmore, J., Hutchison, K., & Keary, A. (2017). School principals speaking back to widening participation policies in higher education. Journal of Educational Administration and History, 49(2), pp. 108-127. doi:10.1080/00220620.2017.1284766

  • Blackmore, J., & Sachs, J. (2003). ‘Zealotry or nostalgic regret’? Women leaders in technical and further education in Australia: Agents of change, entrepreneurial educators or corporate citizens? Gender, Work & Organization, 10(4), pp. 478-503. doi:10.1111/1468-0432.00207

  • Blackmore, J., & Sachs, J. (2007). Performing and reforming leaders: Gender, restructuring, and organizational change, New York: State University of New York Press.

  • Blackmore, J., & Sawers, N. (2015). Executive power and scaled-up gender subtexts in Australian entrepreneurial universities. Gender and Education, 27(3), pp. 320-337. doi:10.1080/09540253.2015.1027670

  • Blackmore, J., & Thomson, P. (2004). Just ‘good and bad news’? Disciplinary imaginaries of head teachers in Australian and English print media. Journal of Education Policy, 19(3), pp. 301-320. doi:10.1080/0268093042000207638

  • Blackmore, J., Thomson, P., & Barty, K. (2006). Principal Selection. Educational Management Administration & Leadership, 34(3), pp. 297-317. doi:doi:10.1177/1741143206065267

  • Blackmore, J., Thomson, P., & Beckett, L. (2000). Editorial--What's happened to social justice lately? Australian Educational Researcher, 27(3)doi:10.1007/BF03219726

  • Brooks, J. S., Normore, A. H., & Wilkinson, J. (2017a). Guest editorial: Educational leadership and demographic change: Perspectives on diversity, im/migration and change from cities around the world. International Journal of Educational Management, 31(5), pp. 562-563. doi:doi:10.1108/IJEM-02-2017-0052

  • Brooks, J. S., Normore, A. H., & Wilkinson, J. (2017b). School leadership, social justice and immigration: Examining, exploring and extending two frameworks. International Journal of Educational Management, 31(5), pp. 679-690. doi:doi:10.1108/IJEM-12-2016-0263

  • Clemens, A., Rickinson, M., Wilkinson, J., & Brooks, J. S. (2016). Principal preparation in Victoria: Conceptual foundations and design of the Unlocking Potential program. Journal of Authentic leadership in Education, 5(1)

  • Cocklin, B., & Wilkinson, J. (2011). A Case Study of Leadership Transition: Continuity and change. Educational Management Administration & Leadership, 39(6), pp. 661-675. doi:doi:10.1177/1741143211416346

  • Doolan, J., & Blackmore, J. (2018). Principals’ talking back to mediatised education policies regarding school performance. Journal of Education Policy, 33(6), pp. 818-839.

  • Eacott, S. (2008a). An analysis of contemporary literature on strategy in education. International Journal of Leadership in Education, 11(3), pp. 257-280. doi:10.1080/13603120701462111

  • Eacott, S. (2008b). Strategy in educational leadership: In search of unity. Journal of Educational Administration, 46(3), pp. 353-375. doi:doi:10.1108/09578230810869284

  • Eacott, S. (2010). Bourdieu’s strategies and the challenge for educational leadership. International Journal of Leadership in Education, 13(3), pp. 265-281. doi:10.1080/13603120903410587

  • Eacott, S. (2011a). Leadership strategies: Re-conceptualising strategy for educational leadership. School Leadership & Management, 31(1), pp. 35-46. doi:10.1080/13632434.2010.540559

  • Eacott, S. (2011b). Preparing ‘educational’ leaders in managerialist times: An Australian story. Journal of Educational Administration and History, 43(1), pp. 43-59. doi:10.1080/00220620.2010.532865

  • Eacott, S. (2011c). School leadership and strategy in managerialist times, Rotterdam: Rotterdam : SensePublishers.

  • Eacott, S. (2013). Rethinking ‘leadership’ in education: a research agenda. Journal of Educational Administration and History, 45(2), pp. 113-125. doi:10.1080/00220620.2013.768971

  • Eacott, S. (2015a). Educational leadership relationally: A theory and methodology for educational leadership, management and administration, Rotterdam: Sense.

  • Eacott, S. (2015c). The principalship, autonomy, and after. Journal of Educational Administration and History doi:10.1080/00220620.2015.996866

  • Eacott, S. (2015d). Sociological approaches to educational administration and leadership. In D. Burgess & P. Newton (Eds.), Theoretical foundations of educational administration and leadership, (pp. 279-300). London: Routledge.

  • Eacott, S. (2016a). Beyond leadership: Towards a ‘relational’ way of thinking. In G. Lakomski, S. Eacott & C. Evers (Eds.), Questioning Leadership: New directions for educational organisations, (pp. 31-44). London: Routledge.

  • Eacott, S. (2016b). Demythologising 'leadership': The Trojan horse od managerialism. In E. Samier (Ed.), Ideologies and educational administration and leadership, (pp. 159-175). London: Routledge.

  • Eacott, S. (2016c). Mobilising Bourdieu to think anew about educational leadership research. In M. Murphy & C. Costa (Eds.), Theory as methods: Using Bourdieu in education research, (pp. 117-131). London: Routledge.

  • Eacott, S. (2017a). School leadership and the cult of the guru: the neo-Taylorism of Hattie. School Leadership & Management, pp. 1-14. doi:10.1080/13632434.2017.1327428

  • Eacott, S. (2017b). A social epistemology for educational administration and leadership. Journal of Educational Administration and History, 49(3), pp. 196-214. doi:10.1080/00220620.2017.1315380

  • Eacott, S. (2018a). Beyond “Leadership”, Singapore: Springer.

  • Eacott, S. (2018b). Ranting, raving and complaining: reflections on working against orthodoxy. International Journal of Leadership in Education, pp. 1-9. doi:10.1080/13603124.2018.1492025

  • Eacott, S. (2018c). Social epistemology and the theory turn: A response to Niesche. Journal of Educational Administration and History, pp. 1-9. doi:10.1080/00220620.2018.1508128

  • Eacott, S. (2018d). Theoretical notes on a relational approach to principals’ time use. Journal of Educational Administration and History, pp. 1-15. doi:10.1080/00220620.2018.1478804

  • Eacott, S. (2019). Empowering educators through flipped school leadership? In D. M. Netolicky, J. Andrews & C. Paterson (Eds.), Flip the System Australia: What matters in education, (pp. 189-197). London: Routledge.

  • Eacott, S., & Evers, C. (2014). New frontiers in educational leadership, management and administration theory. Educational Philosophy and Theory, 47(4), pp. 307-311. doi:10.1080/00131857.2014.977530

  • Gobby, B. (2013a). Enacting the Independent Public Schools program in Western Australia. Issues In Educational Research, 23(1), pp. 19-34.

  • Gobby, B. (2013b). Principal self-government and subjectification: The exercise of principal autonomy in the Western Australian Independent Public Schools programme. Critical Studies in Education, 54(3), pp. 1-13. doi:10.1080/17508487.2013.832338

  • Gobby, B. (2015). IPS and governing schools through contracts. Professional Educator, 14(2), pp. 8-10.

  • Gobby, B. (2016). Putting “the system” into a school autonomy reform: the case of the Independent Public Schools program. Discourse: Studies in the Cultural Politics of Education, 37(1), pp. 16-29.

  • Gobby, B. (2019). Competitive entrepreneurship and community empowerment: Competing practices of a school autonomy reform. In J. Wilkinson, R. Niesche & S. Eacott (Eds.), Challenges for public education: Reconceputalising educational leadership, policy and social justice as resources for hope. Oxenbridge: Routledge.

  • Gobby, B., Keddie, A., & Blackmore, J. (2017). Professionalism and competing responsibilities: Moderating competitive performativity in school autonomy reform. Journal of Educational Administration and History, pp. 1-15. doi:10.1080/00220620.2017.1399864

  • Gobby, B., & Niesche, R. (2019). Community empowerment? School autonomy, school boards and depoliticising governance. Australian Educational Researcher, 46(3), pp. 1-18. doi:10.1007/s13384-019-00303-9

  • Gowlett, C., Keddie, A., Mills, M., Renshaw, P., Christie, P., Geelan, D., & Monk, S. (2015). Using Butler to understand the multiplicity and variability of policy reception. Journal of Education Policy, 30(2), pp. 149-164. doi:10.1080/02680939.2014.920924

  • Holloway, J., & Keddie, A. (2018). ‘Make money, get money’: how two autonomous schools have commercialised their services. Discourse: Studies in the Cultural Politics of Education, pp. 1-13. doi:10.1080/01596306.2018.1451305

  • Keddie, A. (2008). Conceptual shifts and empirical insights: towards an education for global gender justice. Discourse: Studies in the Cultural Politics of Education, 29(4), pp. 541-553. doi:10.1080/01596300802410250

  • Keddie, A. (2009). National gender equity and schooling policy in Australia: Struggles for a non-identitarian feminist politics. [journal article]. The Australian Educational Researcher, 36(2), pp. 21-37. doi:10.1007/bf03216897

  • Keddie, A. (2010a). Feminist struggles to mobilise progressive spaces within the ‘boy‐turn’ in gender equity and schooling reform. Gender and Education, 22(4), pp. 353-368. doi:10.1080/09540250903289907

  • Keddie, A. (2010b). Neo-liberalism and new configurations of global space: Possibilities, tensions and problematics for gender justice. Journal of Gender Studies, 19(2), pp. 139-152. doi:10.1080/09589231003695864

  • Keddie, A. (2011a). Supporting minority women and girls: Key frames of reference and understanding for educators. British Educational Research Journal, 37(1), pp. 131-146. doi:10.1080/01411920903427300

  • Keddie, A. (2011b). Whole school values and the socially transformative potential of philosophy education. Pedagogies: An International Journal, 6(4), pp. 296-311. doi:10.1080/1554480X.2011.595540

  • Keddie, A. (2012a). Educating for diversity and social justice New York: Routledge.

  • Keddie, A. (2012b). Pursuing justice for refugee students: Addressing issues of cultural (mis)recognition. International Journal of Inclusive Education, 16(12), pp. 1295-1310. doi:10.1080/13603116.2011.560687

  • Keddie, A. (2012c). Refugee education and justice issues of representation, redistribution and recognition. Cambridge Journal of Education, 42(2), pp. 197-212. doi:10.1080/0305764X.2012.676624

  • Keddie, A. (2012d). Schooling and social justice through the lenses of Nancy Fraser. Critical Studies in Education, 53(3), pp. 263-279. doi:10.1080/17508487.2012.709185

  • Keddie, A. (2013a). Schooling for self-determination through a justice politics of Indigenous representation. International Journal of Qualitative Studies in Education, 26(1), pp. 21-38. doi:10.1080/09518398.2011.604651

  • Keddie, A. (2013b). Thriving amid the performative demands of the contemporary audit culture: a matter of school context. Journal of Education Policy, 28(6), pp. 750-766. doi:10.1080/02680939.2013.768706

  • Keddie, A. (2014a). Identity politics, justice and the schooling of Muslim girls: Navigating the tensions between multiculturalism, group rights and feminism. British Journal of Sociology of Education, 35(3), pp. 353-370. doi:10.1080/01425692.2013.776930

  • Keddie, A. (2014b). Indigenous representation and alternative schooling: prioritising an epistemology of relationality. International Journal of Inclusive Education, 18(1), pp. 55-71. doi:10.1080/13603116.2012.756949

  • Keddie, A. (2014c). ‘It's like Spiderman … with great power comes great responsibility’: school autonomy, school context and the audit culture. School Leadership & Management, 34(5), pp. 502-517. doi:10.1080/13632434.2014.938040

  • Keddie, A. (2014d). Political justice, schooling and issues of group identity. Educational Philosophy and Theory, 46(3), pp. 311-323. doi:10.1111/j.1469-5812.2011.00835.x

  • Keddie, A. (2014e). The politics of Britishness: multiculturalism, schooling and social cohesion. British Educational Research Journal, 40(3), pp. 539-554. doi:10.1002/berj.3101

  • Keddie, A. (2014f). ‘There isn't kind of a White History Month or anything like that for them’: Equity, schooling and the problematics of group identity politics. International Journal of Inclusive Education, 18(8), pp. 809-822. doi:10.1080/13603116.2013.841295

  • Keddie, A. (2015a). Indigenous girls, social justice, and schooling: Addressing issues of disadvantage. In J. Wyn & H. Cahill (Eds.), Handbook of children and youth studies, (pp. 465-477). Singapore: Springer.

  • Keddie, A. (2015b). New modalities of state power: neoliberal responsibilisation and the work of academy chains. International Journal of Inclusive Education, 19(11), pp. 1190-1205. doi:10.1080/13603116.2015.1044205

  • Keddie, A. (2015c). School autonomy as ‘the way of the future’: Issues of equity, public purpose and moral leadership. Educational Management Administration & Leadership. doi:10.1177/1741143214559231

  • Keddie, A. (2015d). School autonomy, accountability and collaboration: A critical review. Journal of Educational Administration and History, 47(1), pp. 1-17. doi:10.1080/00220620.2015.974146

  • Keddie, A. (2015e). ‘We haven’t done enough for White working-class children’: Issues of distributive justice and ethnic identity politics. Race Ethnicity and Education, 18(4), pp. 515-534. doi:10.1080/13613324.2013.843518

  • Keddie, A. (2016a). Academisation, school collaboration and the primary school sector in England: a story of six school leaders. School Leadership & Management, 36(2), pp. 169-183. doi:10.1080/13632434.2016.1196174

  • Keddie, A. (2016b). Beyond the ‘Habits’ of ‘Punishing, Criticising and Nagging’: Fostering Respectful and Socially Just Student Relations Using Critical Pedagogies. In A. Sullivan, B. Johnson & B. Lucas (Eds.), Challenging Dominant Views on Student Behaviour at School: Answering Back, (pp. 133-144). Singapore: Springer Singapore.

  • Keddie, A. (2016c). Maintaining the integrity of public education: A comparative analysis of school autonomy in the United States and Australia. Comparative Education Review, 60(2), pp. 249-270. doi:10.1086/685556

  • Keddie, A. (2016d). School autonomy as ‘the way of the future’: Issues of equity, public purpose and moral leadership. Educational Management Administration & Leadership, 44(5), pp. 713-727. doi:10.1177/1741143214559231

  • Keddie, A. (2017a). Primary school leadership in England: Performativity and matters of professionalism. British Journal of Sociology of Education, pp. 1-12. doi:10.1080/01425692.2016.1273758

  • Keddie, A. (2017b). School Autonomy Reform and Public Education in Australia: Implications for Social Justice. Australian Educational Researcher, 44(4-5), p 373. doi:10.1007/s13384-017-0243-x

  • Keddie, A. (2018). Conceptions of responsibility within and beyond neoliberal frames: A story of leadership in an English primary school. Educational Management Administration & Leadership, 46(1), pp. 124-139. doi:10.1177/1741143216670648

  • Keddie, A., Gobby, B., & Wilkins, C. (2018). School autonomy reform in Queensland: governance, freedom and the entrepreneurial leader. School Leadership & Management, 38(4), pp. 378-394. doi:10.1080/13632434.2017.1411901

  • Keddie, A., Gowlett, C., Mills, M., Monk, S., & Renshaw, P. (2013). Beyond culturalism: Addressing issues of Indigenous disadvantage through schooling. The Australian Educational Researcher, 40(1), pp. 91-108. doi:10.1007/s13384-012-0080-x

  • Keddie, A., & Holloway, J. (2019). School autonomy, school accountability and social justice: stories from two Australian school principals. School Leadership & Management, pp. 1-15. doi:10.1080/13632434.2019.1643309

  • Keddie, A., & Lingard, B. (2015). Navigating the demands of the English schooling context: problematics and possibilities for social equity. International Journal of Inclusive Education, 19(11), pp. 1117-1125. doi:10.1080/13603116.2015.1044200

  • Keddie, A., Mills, C., & Mills, M. (2008). Struggles to subvert the gendered field: Issues of masculinity, rurality and class. Pedagogy, Culture & Society, 16(2), pp. 193-205. doi:10.1080/14681360802142161

  • Keddie, A., & Mills, M. (2007). Teaching for gender justice. Australian Journal of Education, 51(2), pp. 205-219. doi:10.1177/000494410705100208

  • Keddie, A., & Mills, M. (2019). Autonomy, accountability and social justice. stories of English schooling, Abingdon: Routledge.

  • Keddie, A., Mills, M., & Pendergast, D. (2011). Fabricating an identity in neo‐liberal times: performing schooling as ‘number one’. Oxford Review of Education, 37(1), pp. 75-92. doi:10.1080/03054985.2010.538528

  • Keddie, A., & Niesche, R. (2012a). ‘It's almost like a white school now’: Racialised complexities, Indigenous representation and school leadership. Critical Studies in Education, 53(2), pp. 169-182. doi:10.1080/17508487.2012.672330

  • Keddie, A., & Niesche, R. (2012b). Productive engagements with student difference: Supporting equity through cultural recognition. British Educational Research Journal, 38(2), pp. 333-348. doi:10.1080/01411926.2010.544713

  • Keddie, A., & Niesche, R. (2017). The role of ethical practices in pursuing socially just leadership. In J. Wilkinson & L. Bristol (Eds.), Educational leadership as a culturally constructed practice: New directions and possibilities, (pp. 40-53). London: Routledge.

  • Keddie, A., & Williams, N. (2012). Mobilising spaces of agency through genealogies of race and gender: Issues of Indigeneity, marginality and schooling. Race Ethnicity and Education, 15(3), pp. 291-309. doi:10.1080/13613324.2011.619005

  • Kemmis, S., Wilkinson, J., & Edwards-Groves, C. (2017). Roads not travelled, roads ahead: How the theory of practice architectures Is travelling. In K. Mahon, S. Francisco & S. Kemmis (Eds.), Exploring Education and Professional Practice: Through the Lens of Practice Architectures, (pp. 239-256). Singapore: Springer Singapore.

  • Lakomski, G., Eacott, S., & Evers, C. W. (2017). Questioning leadership: New directions for educational organisations, London: Routledge.

  • Lingard, B., & Keddie, A. (2013). Redistribution, recognition and representation: working against the pedagogies of indifference. Pedagogy, Culture & Society, 21(3), pp. 427-447. doi:10.1080/14681366.2013.809373

  • MacDonald, K. (2019a). Robinson Crusoe and the Island of Despair: heroic metaphors and contradiction in leading for social justice. Journal of Educational Administration and History, 51(2), pp. 133-148. doi:10.1080/00220620.2019.1583174

  • MacDonald, K. (2019b). Socially just principals in unjust times: Social justice leadership in disadvantaged Victorian primary schools (Doctor of Philosophy). Monash University, Melbourne.

  • MacDonald K. (2020). Social justice leadership practice in unjust times: leading in highly disadvantaged, International Journal of Leadership in Education. 10.1080/13603124.2020.1770866

  • Major, J., Wilkinson, J., Langat, K., & Santoro, N. (2013). Sudanese young people of refugee background in rural and regional Australia: social capital and education success. Australian and International Journal of Rural Education, 23, p 95+.

  • Mills, C., & Keddie, A. (2012). ‘Fixing’ student deficit in contexts of diversity: Another cautionary tale for pre-service teacher education. International Journal of Pedagogies and Learning, 7(1), pp. 9-19. doi:10.5172/ijpl.2012.7.1.9

  • Mills, M., & Keddie, A. (2010a). Cultural reductionism and the media: Polarising discourses around schools, violence and masculinity in an age of terror. Oxford Review of Education, 36(4), pp. 427-444. doi:10.1080/03054985.2010.494449

  • Mills, M., & Keddie, A. (2010b). Gender justice and education: Constructions of boys within discourses of resentment, neo‐liberalism and security. Educational Review, 62(4), pp. 407-420. doi:10.1080/00131911.2010.482202

  • Morgan, R., & Blackmore, J. (2013). How parental and school responses to choice policies reconfigure a rural education market in Victoria, Australia. Journal of Educational Administration and History, 45(1), pp. 84-109.

  • Morley, L., Marginson, S., & Blackmore, J. (2014). Education and neoliberal globalization. British Journal of Sociology of Education, 35(3), pp. 457-468. doi:10.1080/01425692.2014.893072

  • Niesche, R. (2010). Discipline through documentation: A form of governmentality for school principals. International Journal of Leadership in Education, 13(3), pp. 249-263. doi:10.1080/13603121003692967

  • Niesche, R. (2012). Working against the grain: Researching school leadership. Discourse: Studies in the Cultural Politics of Education, 33(3), pp. 457-464. doi:10.1080/01596306.2012.681903

  • Niesche, R. (2013a). Critical studies in educational leadership, management and administration: Deconstructing educational leadership: Derrida and Lyotard, London: Taylor and Francis.

  • Niesche, R. (2013b). Foucault, counter-conduct and school leadership as a form of political subjectivity. Journal of Educational Administration and History, 45(2), pp. 144-158. doi:10.1080/00220620.2013.768968

  • Niesche, R. (2014). Deploying educational leadership as a form of governmentality. Discourse: Studies in the Cultural Politics of Education, 35(1), pp. 143-150. doi:10.1080/01596306.2013.805018

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