Abstract

There is a widespread policy assumption that school leaders such as headteachers and governors need to have 'training courses' which are constituted by a growing corpus of Education Management Studies (EMS) if they are to achieve successfully current schooling goals of 'effectiveness', 'quality', 'excellence' and 'value for money'. Another body of work which attempts to address these issues in a wider cultural framework and which may be called Critical Leadership Studies (CLS) is regarded as interesting for those studying for higher graduate qualifications but hardly relevant for everyday school busyness. While EMS is constructed as 'practical' and therefore a necessary constituent of the National Professional Qualification for Headteachers and other training courses for school leaders, CLS is constructed as 'academic' and more suitable for the EdD seminar. It will be argued here that both cultural analysis and recent research shows this to be a simplistic and reductionist view with dangerous policy consequences. Critical scholarship in education has much to offer to those meeting the everyday challenges of school leadership. In particular, feminist critical scholarship offers oppositional models to both traditional and market forms of patriarchal school leadership.