Efthalia Konstantinidou, Georgios Iordanidis: Studying educational leadership for social justice as identity: Towards a critical-reflexive discourse analysis of academic research texts

Abstract

In this methodological paper we present a discourse analytic framework which has been developed for studying academic research texts on educational leadership for social justice as texts of identity. Theoretically, the discourse analytic framework has two main orientations: a critical orientation in terms of studying the particular texts as governing educational leadership for social justice as identity, that is as both creating and regulating it by describing and explaining certain actions as leadership for social justice; and a reflexive orientation in terms of studying academic research texts as contributing to the constitution and reproduction of the ‘romance of leadership’ rather than just producing knowledge about leadership phenomena. Methodologically, in order to convert the theoretical orientation into analytic practice, a combination of discursive social psychology with systemic functional linguistics has been used for a micro- to macro-, three-level analysis of selected academic research journal articles: first, analysis of the governing of identity as textual practice accomplished by grammatical choice and its textual, ideational, and interpersonal metafunctions; secondly, analysis of the governing of identity as genre practice accomplished by genre choice as an additional linguistic resource; and thirdly, analysis of the governing of identity as discursive practice accomplished by mobilizing familiar themes of leadership discourse. Finally, the implications of the use of this discourse analytic framework for research in educational administration as well as for training educational administrators are discussed
 
MENON: Journal Of Educational Research, http://www.kosmit.uowm.gr/site/journal (ISSN: 1792-8494)
Full article: ISSUE 2a, 2013 (p. 122-134)