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Author:   Eugenie A. Samier (University of Strathclyde, UK) ,  Peter Milley (University of Ottawa, Canada)
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Weight:   0.367kg
ISBN:  

9780367505448

ISBN 10:   0367505444
Pages:   250
Publication Date:   29 April 2022
Audience:   College/higher education ,  Tertiary & Higher Education
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

PART I. Foundational theories and models. 1 Postcolonial and indigenous critiques of (neo--)colonial hegemony in identity formation: theoretical implications for educational administration and leadership. 2 Authenticity and leadership identity formation: the rhetoric of transformational leadership metaphors in UK post--compulsory education. 3 A feminist poststructuralist analysis of discourses invoked in the construction of women’s leadership identities in higher education. 4 Language, identity, and education: a sociolinguistic perspective. PART II. Teaching and research issues. 5 The indigenous achievement agenda and identity politics in university administration: navigating faculty recruitment in an era of institutional change. 6 An intersectional model for student identity possibilities: strategic approaches from within university educational leadership. 7 Leadership identity formation and expression through a university mentoring relationship: a reflective dialogue. PART III. Contemporary issues and cases internationally. 8 Cultural identity and fear: the case of ultra--orthodox Jewish teachers in primary education. 9 Constructing modern women’s leadership identities in the Arabian Gulf: synthesising roles from culture, tradition and modernisation. 10 Digitalising Italian school leadership: the national plan for digital schools. 11 Physicians and academic leadership: key considerations from a social identity perspective. 12 Young Emirati women’s leadership identity formation: challenges in constructing leadership identity without losing national and cultural identity

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Author Information

Eugenie A. Samier is a Reader in the School of Education, University of Strathclyde, Scotland Peter Milley is Associate Professor in the Faculty of Education and Senior Associate of the Centre for Research on Educational and Community Services at the University of Ottawa, Canada.

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