Suchergebnisse

La tesi è articolata in quattro capitoli. Nel primo sono state concettualizzate le politiche dell'HE come 'discorsi', individuando tre diversi livelli di analisi. Nel secondo capitolo, sono state interpretate le 24 interviste raccolte da donne leader nell'università inglese e italiana, i due contesti messi a confronto, come forme particolari di tecnologie del sé. Nel terzo capitolo, sono stati tracciati i percorsi di carriera delle donne leader intervistate mettendo in luce i dilemmi e le strategie di conciliazione trovate. Infine, nell'ultimo capitolo sono stati identificati nelle narrazioni raccolte miti e metafore nati dall'incrocio tra la dimensione del genere e quella della leadership.

The paper deals with the fashioning idea of distributed leadership and the related issue of education ecology democratization. The analysis of distributed leadership theories is carried on using two interpretative dimensions: discourses as regimes of truth and ontological and epistemological presuppositions. This first dimension refers to the classical tripartition between welfarism (bureauprofessionalism), managerialism and democratic-critical discourse. The second dimension recalls Seddon's distinction between categorical and relational education contexts and, drawing on Bottery's and Gronn and Ribbins works, exploites it in the light of a focus on both human and practice ontologies. The paper shows three conceptions of distribution. The first one is recognisable through the connection between the ontology of practice and the welfarist discourse (distributed leadership in practice). Another conception could be called delegated, more than distributed, leadership because it stresses this idea from a managerialist perspective grounding on a human ontological basis. The third one refers to different conceptions such as dispersed or ecological leadership or to the anchoring of leadership practices to the social division of labour and to the power relationships in the field of education. The anchoring of leadership theories to the ontologies of practice, it is argued, is crucial to 'discuss' the idea of distribution in a democratic perspective.

Worldwide university politics take for granted the primacy of Global- Northern paradigm. In the last decades, Higher Education policies have been shaped by global devices of neoliberal governance, such as the Competitiveness Global Index elaborated by the World Economic Forum. We examine the ever encroaching HE evaluation policies and illustrate how, in the framework of the current "Evaluative State", university has been rebuilt according to the priorities of the "neoliberal market agenda". What is at stake is a "new spirit of evaluation" that mirrors the current "new spirit of capitalism". Opposite to the neutral and disembodied models of "ideal-academic", which treat knowledge as a Northern, white, gendered, middle class monopoly, we argue that "academic quality" displays embedded/embodied features devoid of universalistic issues. Taking inspiration from Raewyn Connell (2019), we propose "another possible university", appointed with less strict epistemic instances, to rethink Higher Education in terms of some fresh "breaking" ideas: "Meridian thought" (Cassano, 1996), "slowness" (Berg & Seeber, 2016), "multi-versity" (Braidotti, 2013), "subversity" (De Sousa Santos, 2018), "decolonization" (Mbembe, 2016), "deparochialization of research" (Appadurai, 2013).