Educational leadership as seen through the research perspectives of liberal and servile art
In this PhD study, art is used as a research perspective directed toward educational leadership. Furthermore, art is being distinguished according to the concepts of liberal and servile art, where I draw etymological and cultural lines back to Greek antiquity. The purpose of the research is to reveal distinctive characteristics of educational leadership in Norway, mirrored against educational leadership as a phenomenon within the Nordic region. The purpose of this study is to enhance educational leaders` awareness of their own manoeuvring space or leeway within a systemic context. By systemic context I refer to national and international influence (Policy documents, White papers, grey papers and OECD reports), regional and local school ownership, expectations and interactions with employees, students` and guardians.
The study is carried according to a qualitative phenomenological approach, where data is created through a series of interviews (spanning over a 2-year period) besides reflection notes from 4 educational leaders.
The analytical approach draws from the narrative analysis tradition, where participants’ voices are activated in dialogue with selected theory.
The theoretical foundation for analysis is chosen due to the key research perspectives of liberal and servile art, as well as relevant theory that is combining leadership and art, and finally theory on dilemma in educational leadership.
Additional context of the study is established by presenting national policy documents and theory regarding educational leadership in Norway and the Nordic region. In addition, supporting theory that places Norwegian and Nordic education management in an international reality.