Criticality in the Field of Educational Administration
- Helen GunterHelen GunterUniversity of Manchester
The field of educational administration has a long and embedded history of taking a critical approach to practice, research, and theory. While there are a range of reviews from within and external to the field, there is no comprehensive contemporary historical overview of the meaning and actuality of critical approaches. A novel mapping and codification project aims to fill this gap by providing six approaches to criticality in the field. Three are professional self–focused—biographical, hierarchical, and entrepreneurial—and three are focused on professional and policy issues as primary research projects—functional, realistic, and activist. An overview is provided for each with examples of field projects/outputs, followed by an examination of the trends in the field. The state of the field is identified as a site for intervention from non-education interests (e.g., business), where non-research forms of criticality, often allied with functional research, tend to be dominant.