| About the Editors | ix |
| About the Contributors | x |
| Introduction | |
| Paul W. Armstrong, Steven J. Courtney and Amanda McKay | 1 |
| Chapter 1. Adumbrating Critical Education Leadership and Policy Scholarship as a New Research Methodology | |
| Steven J. Courtney | 5 |
| Chapter 2. Leading in a Crisis of Public Truth: How School Leaders are Navigating Lying in Politics | |
| Belinda C. Hughes | 23 |
| Chapter 3. From Policy Entrepreneur to Policy Receiver: How Multi-Academy Trusts Structure School Leaders as Policy Actors | |
| Mark Innes | 35 |
| Chapter 4. Bounded by Professionalised Practices of Governance? Making Sense of Parents’ Stories of Becoming a School Governor | |
| Joanne Doherty | 47 |
| Chapter 5. Fitting into the Ideal ‘Academic and Innovative’ Leadership Discourse – Structural Influences Faced by Women Leaders in HEIs in China | |
| Zeya Li | 63 |
| Chapter 6. Establishing a Culture of Care: The Responsibility of Educational Leadership | |
| Sarah Bibi and Stephen M. Rayner | 77 |
| Chapter 7. The Corporatisation of Parental Engagement in Multi-Academy Trust Leadership in Subordinated Communities: Thinking with Bourdieu’s Field Theory | |
| Karen Broadhurst Healey | 91 |
| Chapter 8. Senior Leaders Doing Policy Narration in Social Research Projects | |
| Craig Skerritt | 105 |
| Chapter 9. A Critical Analysis of Executive Principal Leadership in China’s Formal Multi-School Collaborations | |
| Pinyan Lin | 119 |
| Chapter 10. Leading as Radicalism Under the Long Shadow of Gove’s School Desk | |
| Alex McTaggart | 135 |
| Chapter 11. Responding to the Hyperlocal Turn in Education: What Role Is There for Professionally Led Research–Practice Partnerships in Place-Based Policy Enactment? | |
| Claire Forbes and Kirstin Ker | 151 |
| Afterword: A Way Forward for CELPS? | |
| Helen M. Gunter | 165 |
| About the Editors | |
| About the Contributors | |
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