Theorising Context in Educational Leadership from a Relational Critical Realist Perspective

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Research in Educational Administration and Leadership (REAL)
Volume:6 Issue:3 Special Issue
Theorising Context in Educational Leadership from a Relational Critical Realist Perspective

Theorising Context in Educational Leadership from a Relational Critical Realist Perspective

Authors : Jean Pierre ELONGA MBOYO

Pages : 724-740

Doi:10.30828/real/2021.3.7

View : 22 | Download : 14

Publication Date : 2021-09-30

Article Type : Research Paper

Abstract :Educational leadership scholars are unanimous in their appreciation of the importance of context. As a concept, however, context is not unproblematic and, while being scarcely theorised, the recent growing interest around the topic has shown fundamental differences in the way that it is approached with repercussions on how the field progresses. The analysis of published literature on context undertaken in this article, therefore, attempts to look beyond current framing of context as antecedent and moderator, in order to propose a relational critical realist perspective to framing context and, hopefully, shape as well as decolonise future policy, practice and theorising in educational leadership.
Keywords : Context, relation, critical realism, educational leadership

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