Book Cover: Political Contexts of Educational Leadership

Political Contexts of Educational Leadership

CLEMSON — Jane Clark Lindle, Eugene T. Moore Distinguished Professor of Educational Leadership at Clemson University, has been named Education Author of the Month by academic publisher Routledge for her most recent book, “Political Contexts of Educational Leadership.”

Co-published with the University Council for Educational Administration, the book is the first to tackle the political context of education.

“It helps aspiring school leaders understand the dynamics of educational policy in multiple arenas at the local, state and federal levels,” Lindle said. “Leaders are responsible for promoting the success of every student by understanding, responding to and influencing the political, social, economic, legal and cultural contexts in which education and learning reside.”

By presenting problem-posing cases, theoretical grounding, relevant research and implications for practice, the book provides aspiring leaders with the background, learning experiences and analytical tools to successfully promote student success in their contexts.

James Cibulka, president of the Council for the Accreditation of Educator Preparation, called it “a timely book that captures today’s turbulent political environment surrounding education.”

“This is a well-conceived book that clearly explicates leadership practice to the Interstate School Leaders Licensure Consortium standards, as well as describes the political realities confronting public school leaders,” said Catherine A. Lugg, professor of education at Rutgers University.

Lindle’s research explores the micropolitical influences of educational policy on the practices of school leaders, teachers and their relationships with students, families and communities. She has explored principals’ and other school leaders’ sense-making in implementation of state and federal policies.

Her work has focused on how academic policy and school-home relationships affect students’ safety at school. She has served as principal investigator or co-investigator on 24 funded projects and authored or coauthored nearly 50 research and professional articles on school governance, educational accountability policies, interagency collaboration and service ethic in educational leadership.

Lindle has written three books and coauthored two books, in addition to writing 14 book chapters and monographs and more than 50 research monographs and policy briefs.