1. Philip A. Woods & Glenys J. Woods (2010). The Geography of Reflective Leadership. Philosophy of Management 9 (2):81-97.
    This paper is underpinned by an epistemological question: What are the types and ways of knowing that can be entailed in reflective leadership in its fullest sense? The question is explored through a mapping exercise which outlines a geography of reflective leadership in terms of three variables: type of knowledge, problem focus, and mode of learning (incorporating the notion of embodied learning). Particular attention is given to recognising within the terrain of reflective leadership the epistemic credentials of spiritual learning and (...)
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  2. Philip A. Woods & Glenys J. Woods (2002). Policy on School Diversity: Taking an Existential Turn in the Pursuit of Valued Learning? British Journal of Educational Studies 50 (2):254 - 278.
    This paper develops a 'conceptual map' by which to chart contemporary developments in policy on school diversity. In part this has been prompted by the prospect in England of (private) Steiner schools becoming more closely involved in mainstream state-funded education. Whilst generated principally by policy developments within the UK, the conceptual thinking may also have wider applicability. We conceptualise diversity in the context of a differentiating public domain and a concern with existential questions which, arguably, persists in educational policy even (...)
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