Abstract
In this article, Grint's model of leadership is used to shape discussions of how "problems" are responded to in the context of a preschool in an Australian regional town. Authority styles are described as command, management, or leadership. These authority styles result in approaching problems as "crises," "tame problems" or "wicked problems" and approaching racial difference in terms of computed"essentialism," "evasion," or "cognizance." This article engages with the approach to "wicked problems" by arguing that framing complex issues, such as race differences, as "wicked problems" allows for multiple ways of thinking through issues which are not possible if they are framed as "crises" or "tame problems." In this article, we examine a number of examples from the preschool of how "wicked problems" occur in daily practice.
Original language | English |
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Article number | Current Contents search |
Pages (from-to) | 9-27 |
Number of pages | 19 |
Journal | Educational Policy |
Volume | 24 |
Issue number | 1 |
DOIs | |
Publication status | Published - Jan 2010 |
Keywords
- Aboriginal education
- Leadership
- Multiracial contexts
- Wicked problems