The Restoration of Human Agency In Educational Administration/ Leadership Theory, Research and

1. The 2009 NCPEA Cocking Lecture The Restoration of Human Agency In Educational Administration/ Leadership Theory, Research and Practice Fenwick W. English UNC-Chapel Hill

2. Walter Cocking Tennessee State Commissioner of Education Practitioner, teacher, principal and superintendent A long and distinguished career in educational and public administration One of the founder’s Of NCPEA Heard my first Cocking Lecture in 1977 at NCPEA in Eugene, Oregon

3. Cocking was fired as Dean of the School of Education at Georgia

4. Cocking was fired as Dean of the School of Education at Georgia for supporting integrated schools Today we would call him a leader for social justice

5. a "Cocking moment"...

6. a "Cocking moment"... where is our field now?

7. a "Cocking moment"... -intellectually -conceptually -epistemocratically where is our field now?

8. An Exploration of The Intellectual, Conceptual, And Epistemocratic Structure of Educational Administration/Leadership And its Impact on Practice and Preparation in Eight Parts

9. stops within the "Cocking moment"

10. stops within the "Cocking moment" Where is the field? Two views of conflict

11. stops within the "Cocking moment" Where is the field? Two views of conflict Where we are now as a field

12. stops within the "Cocking moment" Where is the field? Two views of conflict Where we are now as a field Human agency-line of argument and the dominant discursive practice within the national apparatus

13. stops within the "Cocking moment" Where is the field? Two views of conflict Where we are now as a field Human agency-line of argument and the dominant discursive practice within the national apparatus Intertextuality and practice in the University context and consequences

14. stops within the "Cocking moment" The restoration of human agency- how the current epistemocratic structure miniaturizes our field-how NCATE works to freeze field development

15. stops within the "Cocking moment" The restoration of human agency- how the current epistemocratic structure miniaturizes our field-how NCATE works to freeze field development Steps to restore human agency to our field- cognitive aesthetics

16. stops within the "Cocking moment" The restoration of human agency- how the current epistemocratic structure miniaturizes our field-how NCATE works to freeze field development Steps to restore human agency to our field- cognitive aesthetics Some observations and recommendations to consider in restoring human agency

17. stops within the "Cocking moment" Re-positioning the schools as levers of social change- concluding thoughts

18. So Let’s Begin the Eight Steps of the “Cocking Moment”

19. stops within the "Cocking moment" Where is the field? Two views of conflict Where we are now as a field Human agency-line of argument and the dominant discursive practice within the national apparatus Intertextuality and practice in the University context and consequences

20. the key to locating the field... two views of conflict

21. Intellectual & Conceptual Views

22. Intellectual & Conceptual Views Thomas Kuhn (1962) The Structure of Scientific Revolutions paradigm dominance is “normal” science

23. Intellectual & Conceptual Views Thomas Kuhn (1962) The Structure of Scientific Revolutions Imre Lakatos (1999) The Methodology of Scientific Research Programmes paradigm dominance is “normal” science paradigm competition is “normal” science

24. about conflict... “ for an intellectual community to be in a great creative age, it must be making great discoveries and also overturning them, and not just once, but over and again” Randall Collins (1998) The Sociology of Philosophies: A Global Theory of Intellectual Change, p.32.

25. no serious conceptual, intellectual or epistemological conflict Since the Greenfield/Griffiths debates of the mid-1970s

26. Karl Popper Paul Feyerabend Imre Lakatos the criteria... • The capacity to significantly expand the content • and knowledge of the field to include: • The ability to solve problems previously • judged to be unsolvable; • (b) The ability to predict (not simply describe) • significant cause/effect relationships in • novel ways previously unknown • 2. The presence of conflict (not consensus) because of • theoretical pluralism (and competition)

27. stops within the "Cocking moment" Where is the field? Two views of conflict Where we are now as a field Human agency-line of argument and the dominant discursive practice within the national apparatus Intertextuality and practice in the University context and consequences

28. where we are now 1 scholasticism

29. An emphasis on consolidation and codification instead of discovery… SCHOLASTICISM

30. where we are now 2 1 standardization scholasticism creation of the knowledge base- codification/consolidation/technical cores

31. standardization -the ruthless reduction of variance to create identical units-(usually to reduce costs) -the creation of “one size fits all” to erase specialization (and thus preparation costs) [loss of contextual “fit”] -job de-skilling, break roles into smaller parts to reduce costs of replacement

32. where we are now 3 2 stagnation 1 standardization behavioral standards-job de-skilling scholasticism creation of the knowledge base- codification/consolidation/technical cores

33. stagnation • No search for new theories to explain new/old phenomena • Same epistemocratic assumptions/procedures employed • iteratively and repetitively • No questioning of presuppositions of lens employed in • conducting research or even awareness that there is a • lens (talk of rigor is always within extant lens not outside • of it) • -Lack of competing research programs (paradigms) • -No theoretical/conceptual battles going on

34. where we are now 3 2 stagnation no new theories needed, only better status quo delivery of current practice 1 standardization behavioral standards-job de-skilling scholasticism creation of the knowledge base- codification/consolidation/technical cores

35. no theoretical or conceptual breakthroughs 3 2 stagnation no new theories needed, only better status quo delivery of current practice 1 standardization behavioral standards-job de-skilling scholasticism creation of the knowledge base- codification/consolidation/technical cores

36. the field is fixed in its current development state potential new discoveries and breakthroughs

37. stops within the "Cocking moment" Where is the field? Two views of conflict Where we are now as a field Human agency-line of argument and the dominant discursive practice within the national apparatus Intertextuality and practice in the University context and consequences

38. the concept of human agency

39. the line of argument... The individual human being is a purposive moral agent and can act within or without social structures “rooted in a value system and with a sense of personal identity” (Bandura,2001:14)

40. human agency remains in the shadows

41. Figure 1 A Bricolage of Two Sides of Leadership light apparatus shadow dominant discursive perspectives science/truth art prediction/control performance economic models morality behaviorism emotion distributed leadership context rational choice theory intuition agentive acts traditional courses excluded ISLLC standards

42. the dominant discourse -science/truth -prediction/control -economic models -behaviorism -distributed leadership -rational choice theory -traditional ed. adm. Courses -ISLLC/ELCC standards the light side

43. the shadow side • art • performance • morality • emotion • context • intuition • agentive • acts

44. a discursive practice No one person thinks alone and language has a life of its own and speaks through people. “Discursive practice” means specific forms of speech and writing that adhere to certain relational rules that indicate “the roles and qualifications for the utterers of specific discourse, the mode of specification of their objects of knowledge, the conceptual framework for the derivation, formalization of utterances, and the strategic relations of conditioning and effect operating between discourses and other forms of social practice” Michel Foucault, 1980, p. 244

45. Foucault's apparatus the organizations and agencies that make an interlocking set of beliefs, practices, or theories into a web leading to a regime of truth

46. truth is defined and confined within the existing apparatus

47. "truth is a thing of this world: it is produced only by virtue of multiple forms of constraint." Michel Foucault (1980)

48. Figure 2 The National Apparatus for Educational Leadership national professor associations NCPEA UCEA AERA CCSSO ETS (ISLLA) exam university school practitioners graduate students (teachers) state depts. of education licensure admission regulation national practitioner associations AASA, NASSP, ASCD, NAESP standards standards support NCATE TEAC U.S. Govt. Recognition support NPBEA ELCC/ISSLC standards

49. Figure 2 The National Apparatus for Educational Leadership national professor associations NCPEA UCEA AERA CCSSO ETS (ISLLA) exam university school practitioners graduate students (teachers) state depts. of education licensure admission regulation national practitioner associations AASA, NASSP, ASCD, NAESP standards Where the “right wing” think tanks attack the current apparatus : the key to power with the Network F. Hess, AEI, “A License to Lead?” standards support NCATE TEAC U.S. Govt. Recognition support NPBEA ELCC/ISSLC standards

50. the concept of "power/knowledge" Knowledge is never neutral. It is situated in hierarchies of power. It defines, produces and regulates what is the sanctioned discourse.