Abstract
This chapter focuses on how objects can serve as tools for thinking and reflection about teaching practices as teacher leadership. In the chapter, leadership is viewed as practice rather than as position.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsPreview
Unable to display preview. Download preview PDF.
References
Berger, A. A. (2016). What objects mean: An introduction to material culture (2nd ed.). New York, NY: Routledge.
Brecken, D. (2004). Leadership vision and strategic direction. The Quality Management Forum, 30(1), 1–7.
Fahimirad, M., Idris, K., & Kotamjani, S. S. (2016). Effective academic leadership of learning and teaching in Malaysian higher education. International Journal of Human Resource Studies, 6(4), 67–83.
Furman, R., & Dill, L. (2015). Extreme data reduction: The case for the research tanka. Journal of Poetry Therapy, 28(1), 43–52.
Grant, C. (2012). Daring to lead: The possibility of teacher leadership in KwaZulu-Natal schools. In V. Chikoko & K. M. Jorgenson (Eds.), Education leadership, management and governance in South Africa (pp. 163–177). Hauppauge, NY: Nova Science.
Harris, A., & Lambert, L. (2003). Building leadership capacity for schools. New York, NY: McGraw-Hill.
Harris, A., & Muijs, D. (2005). Improving schools through teacher leadership. Maidenhead: Open University Press.
Humphries, C., & Smith, A. C. T. (2014). Talking objects: Towards a post-social research framework for exploring object narratives. Organization, 21(4), 477–494.
Juntrasook, A. (2014). You do not have to be the boss to be a leader: Contested meanings of leadership in higher education. Higher Education Research and Development, 33(1), 19–31.
Katzenmeyer, M., & Moller, G. (2001). Awakening the sleeping giant: Helping teachers develop as leaders. Thousand Oaks, CA: Corwin Press.
Lai, E., & Cheung, D. (2015). Enacting teacher leadership: The role of teachers in bringing about change. Educational Management Administration & Leadership, 43(5), 673–693.
Langer, C., & Furman, R. (2004). Exploring identity and assimilation: Research and interpretive poems. Forum: Qualitative Social Research, 5(2), Article 5. Retrieved from http://www.qualitative-research.net/index.php/fqs/article/view/609
Mishler, E. G. (1990). Validation in inquiry-guided research: The role of exemplars in narrative studies. Harvard Educational Review, 60(4), 415–442.
Mitchell, C. (2011). Doing visual research. London: Sage Publishers.
Nzimande, N. (2015). Teaching pre-service teachers about LGBTI issues: Transforming the self. Agenda: Empowering Women for Gender Equity, 29(1), 74–80.
Pillay, D., Naicker, I., & Pithouse-Morgan, K. (2016). Writing academic autoethnographies: Imagination, serendipity and creative interactions. In D. Pillay, I. Naicker, & K. Pithouse-Morgan (Eds.), Academic autoethnographies: Inside teaching in higher education (pp. 1–18). Rotterdam: Sense Publishers.
Poets.org. (2004). Tanka: Poetic form. Retrieved from https://www.poets.org/poetsorg/text/tanka-poeticform
Richards, D. (2011). Leadership for learning in higher education: The student perspective. Educational Management Administration and Leadership, 40(1), 84–108.
Riggins, S. (1994). Fieldwork in the living room: An autoethnographic essay. In S. H. Riggins (Ed.), The socialness of things: Essays on the socio-semiotics of objects (pp. 101–147). Berlin: Moutin de Gruyter.
Samaras, A. P. (2011). Self-study teacher research: Improving your practice through collaborative inquiry. Thousand Oaks, CA: Sage Publishers.
Shakespeare, W. S. (1623). As you like it. Retrieved from https://www.poets.org/poetsorg/poem/you-itact-ii-scene-vii-all-worlds-stage
Spillane, J. P. (2006). Distributed leadership. San Francisco, CA: Jossey-Bass.
Turkle, S. (2007). Evocative objects: Things we think with. Cambridge, MA: MIT Press.
Turkle, S. (2009). Objects inspire. In F. Candlin & R. Guins (Eds.), The object reader (pp. 297–304). Oxon: Routledge.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Westbury, I., Hopmann, S., & Riquarts, K. (2000). Teaching as a reflective practice: The German Didaktik tradition. Mahwah, NJ: Erlbaum.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Sense Publishers
About this chapter
Cite this chapter
Chirikure, T., James, A., Nzimande, N., Singh-Pillay, A., Naicker, I. (2017). A Microscope, a Stone, a Cap, and a Lampshade. In: Pillay, D., Pithouse-Morgan, K., Naicker, I. (eds) Object Medleys. New Research – New Voices. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6351-194-0_10
Download citation
DOI: https://doi.org/10.1007/978-94-6351-194-0_10
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6351-194-0
eBook Packages: EducationEducation (R0)