Leadership educativa: prendere sul serio l'etica

• Serpieri, Roberto ^[1]
  1. [1] University of Naples Federico II

     University of Naples Federico II

     Nápoles, Italia

     
• Localización: Sociologia del lavoro, ISSN 0392-5048, N. 160, 2021, págs. 67-87
• Idioma: italiano
• DOI: 10.3280/sl2021-160004
• Títulos paralelos:
  • Educational Leadership: Taking Ethics Seriously
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• Resumen
  • italiano

    Lo scopo di questo articolo è dimostrare come le politiche educative che hanno ristrutturato i sistemi educativi dagli anni '80 e che si sono diffuse in tutto il mondo occidentale, puntato sulla leadership come leva per il cambiamento. Discorsi, paradigmi e ‘nuovi' esperti hanno infatti rimodellato il ruolo dei dirigenti scolastici in senso managerialista, per implementare nelle scuole tecnologie, metodi, strumenti e perfino teorie e valori provenienti dai settori privati ed imprenditoriali. Qui sono presentate le teorie che hanno sostenuto tali cambiamenti, impattando perciò sulla leadership educativa come professione. Una mappa concettuale distingue i discorsi, welfarista, managerialista e ‘critici', così come le premesse ontologiche ed epistemologiche che sostengono le teorie della leadership. Con questa cornice, le ricerche empiriche sulla leadership educativa, condotte di recente sia a livello internazionale che italiano, sono criticamente discusse alla luce di questo scivolamento della dirigenza scolastica verso un ethos neoliberale.

  • English

    The aim of this article is to unfold how the educational policies, that have recon-figured education systems since the ‘80s and globally spreaded in western coun-tries, have focused on leadership as a lever of change. Discourses, paradigms and ‘new’ experts have in fact molded the head teachers’ role as a managerial one, in order to implement in schools technology-based methods, tools and even theories and values coming from the entrepreneurial and private sectors. Here are present-ed theories that have sustained these changes and therefore impacted on educa-tional leadership. A conceptual map distinguishes welfarist, managerialist and ‘crit-ical’ discourses, as well as the ontological and epistemological premises underpin-ning leadership theories. Within this frame, empirical researches on educational leadership, recently conducted both at the international and Italian educational fields, are critically discussed in the light of the shifting head teachers profession toward a neoliberal ethos.

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