ABSTRACT

This article is based on the author’s autoethnographical research on leading practices of Steiner school principals over a period of major change and crisis in a Steiner school’s life. This research included the use of the theory of practice architectures to uncover unsustainable contradictions in Steiner schools which constrain the full promise of the educational approach as an engine room for social change and renewal. These contradictions include doubt and uncertainty about the role of the principal and of leadership itself; and the depth of the emotional load of the principal and teachers in holding the competing ideological and pedagogical tensions of the Steiner and broader educational policy environment. Maintaining the integrity of the higher purposes of Steiner education involves moving away from a leader-centric approach that does not fit well within the Steiner school ethos, to embrace capable, praxis-oriented leading practices which involve intentional hierarchy and healthy collective participation.

摘要

本文基于作者对施泰纳学校校长在施泰纳学校生活发生重大变化和危机期间的领先实践进行的自我民族志研究。这项研究包括使用实践架构理论来揭示施泰纳学校中不可持续的矛盾，这些矛盾限制了教育方法作为社会变革和复兴引擎室的全部承诺。这些矛盾包括对校长和领导本身的作用的怀疑和不确定；以及校长和教师在承受 Steiner 和更广泛的教育政策环境中相互竞争的意识形态和教学紧张局势时的情绪负担的深度。