Structural Inequalities in Educational Leadership: Addressing Social and Professional Identities and Recognitional Power
In this article, we aim to work toward a rich theoretical understanding of the relationship between social identity, professional identity, and school leadership in the context of recognitional power. We approach the relationship the study constructs by problemat...
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Istanbul University Press
2022-06-01
|
| Series: | Journal of Economy Culture and Society |
| Subjects: | |
| Online Access: | https://dergipark.org.tr/en/download/article-file/1886555 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1832541085139730432 |
|---|---|
| author | Duygun Göktürk Özge Çomak |
| author_facet | Duygun Göktürk Özge Çomak |
| author_sort | Duygun Göktürk |
| collection | DOAJ |
| description | In this article, we aim to work toward a rich theoretical understanding of the relationship between social identity, professional identity, and school leadership in the context of recognitional power. We approach the relationship the study constructs by problematizing the traditional areas of leadership literature that is marked by veneration of leadership and its functional toolkit that includes traits, attitudes, behaviors, efficiency, productivity, mastery, etc. as antecedents to the leadership process. In addition, the article aims to capture the intersection of professional and social identity considering the relations of domination and everyday practices of recognition. These goals are reflected in two research questions: (1) How do we understand the relationship between school leadership, social identity and professional identity? (2) How do we approach social and professional identities in educational leadership studies in terms of recognitional power? We propound that leadership literature should include diverse epistemic approaches, problematize the structural inequalities and the institutionalized relations of recognition and recognitional power, and problematize the intersection of social identity, professional identity, and recognitional power. |
| format | Article |
| id | doaj-art-92ae17f32c1e439b9ec262ab143f943a |
| institution | Kabale University |
| issn | 2645-8772 |
| language | English |
| publishDate | 2022-06-01 |
| publisher | Istanbul University Press |
| record_format | Article |
| series | Journal of Economy Culture and Society |
| spelling | doaj-art-92ae17f32c1e439b9ec262ab143f943a2025-02-04T10:18:42ZengIstanbul University PressJournal of Economy Culture and Society2645-87722022-06-016541542810.26650/JECS2022-9729724Structural Inequalities in Educational Leadership: Addressing Social and Professional Identities and Recognitional PowerDuygun Göktürk0https://orcid.org/0000-0003-0184-6326Özge Çomak1https://orcid.org/0000-0002-2727-2001MIDDLE EAST TECHNICAL UNIVERSITY, FACULTY OF EDUCATIONGAZI UNIVERSITY, GAZİ FACULTY OF EDUCATIONIn this article, we aim to work toward a rich theoretical understanding of the relationship between social identity, professional identity, and school leadership in the context of recognitional power. We approach the relationship the study constructs by problematizing the traditional areas of leadership literature that is marked by veneration of leadership and its functional toolkit that includes traits, attitudes, behaviors, efficiency, productivity, mastery, etc. as antecedents to the leadership process. In addition, the article aims to capture the intersection of professional and social identity considering the relations of domination and everyday practices of recognition. These goals are reflected in two research questions: (1) How do we understand the relationship between school leadership, social identity and professional identity? (2) How do we approach social and professional identities in educational leadership studies in terms of recognitional power? We propound that leadership literature should include diverse epistemic approaches, problematize the structural inequalities and the institutionalized relations of recognition and recognitional power, and problematize the intersection of social identity, professional identity, and recognitional power.https://dergipark.org.tr/en/download/article-file/1886555school leadershipsocial identityprofessional identityrecognitional power |
| spellingShingle | Duygun Göktürk Özge Çomak Structural Inequalities in Educational Leadership: Addressing Social and Professional Identities and Recognitional Power Journal of Economy Culture and Society school leadership social identity professional identity recognitional power |
| title | Structural Inequalities in Educational Leadership: Addressing Social and Professional Identities and Recognitional Power |
| title_full | Structural Inequalities in Educational Leadership: Addressing Social and Professional Identities and Recognitional Power |
| title_fullStr | Structural Inequalities in Educational Leadership: Addressing Social and Professional Identities and Recognitional Power |
| title_full_unstemmed | Structural Inequalities in Educational Leadership: Addressing Social and Professional Identities and Recognitional Power |
| title_short | Structural Inequalities in Educational Leadership: Addressing Social and Professional Identities and Recognitional Power |
| title_sort | structural inequalities in educational leadership addressing social and professional identities and recognitional power |
| topic | school leadership social identity professional identity recognitional power |
| url | https://dergipark.org.tr/en/download/article-file/1886555 |
| work_keys_str_mv | AT duygungokturk structuralinequalitiesineducationalleadershipaddressingsocialandprofessionalidentitiesandrecognitionalpower AT ozgecomak structuralinequalitiesineducationalleadershipaddressingsocialandprofessionalidentitiesandrecognitionalpower |