Faculty News

Fenwick English edits four-volume set on educational leadership and administration

Fenwick W. English recently served as general editor of a four-volume set of books titled Educational Leadership and Administration, published by SAGE. “This four-volume set represents the best writing in educational leadership in the last 40 years in the United States, the United Kingdom, Canada, Australia, New Zealand and Hong Kong,” said English, the R. Wendell Eaves Sr. Distinguished Professor of Educational Leadership at the School of Education.

This set, which focuses attention on the field’s past and future, is part of the SAGE Library of Educational Thought and Practice.

The 72 articles and chapters presented in the work’s 1,768 pages are based on the perspectives of behaviorism, structuralism, critical theory and post-modernism. They address key turning points in intellectual thinking in the field of educational leadership over the last 40 years. All the articles and chapters are reproduced exactly as they were first published.

To compose the work, English and his four co-editors established three criteria for the selection of articles and chapters. First, the content had to be considered “ground breaking.” That is, the research and work of the article must have become the “founding” of a point of view which fueled further research in the area.

Second, the article or chapter had to represent a key intellectual or conceptual turning point of thinking within educational leadership from 1957-2008.

Third, to be selected, a piece had to be considered a “classic” work which represents a summation of work in the field.

Part of what makes this work unique is that it examines educational leadership from a geographical point of view. Scholars in Canada examine the role Canadians have had in national and international educational leadership. Specifically, differences are noted in the American systems versus Canada, a “Westminster” country in the British Commonwealth.

In Australia, the history of educational administration was introduced in the 1960s. Initially, Australians looked to the U.S. theories and models of educational leadership. Scholars have since influenced thought in Australia and developed their own schools of thought that have shaped education in this country.

Articles from New Zealand authors examine the relationships of “radical restructuring” in the education system. These articles compare the relationships between economic restructuring and the responsiveness of school leaders.

One work from Hong Kong addresses cultural context with educational leadership. The article explains leadership generated within Anglo-American schools of thought and compares it with their “all-too-easy transferability” into diverse cultures.

The United Kingdom offers articles that relate changes in the field to the “evolving metamorphosis” of leadership positions. The focus is on the effect a leader’s values, beliefs and behaviors can have on the field.

English’s four co-editors are Jack Lumby of the University of Southhampton in Hampshire, England; Rosemary Papa of Northern Arizona University; Eugenie Samier of Simon Fraser University in Vancouver, British Columbia; and Allan David Walker of Chinese University of Hong Kong.