Abstracts
Abstract
This article explores the potential for critical discourse analysis to provide insight into the language principals use to describe the adult relationships within schools. Unpacking the discourses of leadership may shed some light on how language strategically shapes the thoughts and actions of principals. In particular, the invoking of “family” to conceptualize staff relations is analyzed from a critical discourse analysis approach. Drawing on this analysis, the author offers cautions regarding how such poignant metaphors can serve as control strategies for sanctioning teacher behaviour.
Résumé
Dans cet article, les auteurs explorent le potentiel de l’analyse critique du discours comme outil permettant de mieux comprendre le vocabulaire utilisé par les directeurs pour décrire les relations prévalant entre les adultes dans les écoles. Déconstruire les messages de leadership peut apporter un éclairage intéressant sur la façon dont le langage façonne la pensée et les actions des directeurs. Plus précisément, la référence à la notion de famille pour décrire les relations du personnel est analysée d’un point de vue critique, en utilisant l’approche d’analyse critique du discours. Se basant sur cette analyse, les auteurs invitent à la prudence, soulignant que de telles métaphores poignantes peuvent être utilisées comme stratégies de contrôle pour sanctionner le comportement des enseignants.
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Appendices
Biographical note
JEROME A. CRANSTON is an Assistant Professor of Educational Administration in the Faculty of Education at the University of Manitoba where he teaches and researches the ethical dimensions of school leadership and organizational behaviour.
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Appendices
Note biographique
JEROME A. CRANSTON est professeur agrégé en administration scolaire à la Faculté des sciences de l’éducation de l’Université du Manitoba. Il y enseigne et effectue des recherches sur les dimensions éthiques du leadership scolaire et du comportement organisationnel.