Abstract

Howard Youngs is a Senior Lecturer and Programme Leader of the Master of Educational Leadership and Management at Unitec, in Auckland, New Zealand. Over the past few years he has been researching the complexity of distributed leadership practice in schools. Alongside this focus, Howard, and his colleagues at Unitec have also carried out two contracted research studies of New Zealand Ministry of Education leadership development programmes, one for aspirant principals, the other for experienced principals. The conversation is part of the BELMAS (British Educational Leadership Management and Administration Society) conversations and events. More about BELMAS can be found at www.belmas.org.uk

It is time to reject the grand narrative ‘distributed leadership’? Distributed leadership is promoted as a preferred leadership approach for twenty-first century educational organisations. The recognition of distributed leadership in educational leadership commentary, research, and policy gives the impression that it is beyond controversy, contributes to legitimised school improvement and is in no need of re-theorising. This BELMAS conversation focuses on an alternative account. The research and conceptualisation of distributed leadership over the last twelve years points to a greater acknowledgement of complexity that renders the normative view promoted in education policy and reform, simplistic. Rather, a re-theorising into distributed forms of leadership where authority coexists with expertise and trust can lead to a more satisfactory understanding of day-to-day leadership practice.

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