Pre-figurative practice and the educational leadership of Sir Alec Clegg in the West Riding of Yorkshire, England (1945-1974)

Wood, Margaret and Pennington, Andrew and Su, Feng (2018) Pre-figurative practice and the educational leadership of Sir Alec Clegg in the West Riding of Yorkshire, England (1945-1974). Journal of Educational Administration and History. ISSN Print ISSN: 0022-0620 Online ISSN: 1478-7431 (Accepted for Publication)

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Official URL: https://www.tandfonline.com/toc/cjeh20/current

Abstract

This article recalls a time when local government infrastructure was strong and a Chief Education Officer’s (CEO) vision could be realised across a region, in Clegg's case the West Riding of Yorkshire, one of the largest of the pre-1974 counties in England. It is timely to revisit Clegg's educational leadership and practice from 1945-1974, as a valuable source of learning, and challenge to the current ideologically-informed policy rhetoric which has undermined the framework of democratic educational decision-making. The authors identify four possible areas to learn from Clegg’s work. Firstly, the need for CEOs or their modern-day equivalents or successors, to consider their potential as political and community leaders; secondly, Clegg’s leadership style prefigures some of the recent discussion about the leadership of public services in uncertain times; thirdly a re-evaluation of administration and bureaucracy; and lastly the need for supportive partnerships to enable schools to thrive.

Item Type: Article
Additional Information and Comments: "This is an Accepted Manuscript of an article which will be published by Taylor & Francis Journal of Educational Administration and History in on [date of publication], available online:https://www.tandfonline.com/toc/cjeh20/current"" "
Keywords: Alec Clegg; education leadership; education policy; local authority; schools.
Faculty / Department: Faculty of Education > Education Studies
Depositing User: FRANK SU
Date Deposited: 12 Jul 2018 08:49
Last Modified: 12 Jul 2018 08:49
URI: http://hira.hope.ac.uk/id/eprint/2567

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