kritsonis postmodernism

Exploring Dr. Fenwick W. English’s Postmodern Challenge to the Theory and

Practice of Educational Administration

William Allan Kritsonis, PhDProfessor

PhD Program in Educational LeadershipPrairie View A&M University

Member of the Texas A&M University System2010

New UCEA President

Dr. Fenwick W. English is the new President of the University Council on Educational Administration (UCEA) for the academic year 2006-2007.

Postmoderism is not a paradigm (approach). It is an “anti-paradigm” because it refuses to center things because that would mean something is marginalized from having power or commanding attention.

Introduction

The Modernist theory has dominated Educational Administration since it’s inception. In order for change

to occur and for the system to strengthen, there must be a shift in our way of thinking and the Postmodernist

theory guides this change.

The purpose of this presentation is to explore the Postmodern challenges to the theory and practice in educational leadership according to Dr. Fenwick W. English (R. Wendell Eaves Distinguished Professor at the University of North Carolina at Chapel Hill).

Strategies to Guide the Postmodern Theoretical Paradigm

• There must be an end of the idea that there is one single field of study that answers every question.

• The idea of one known “knowledge base” must be abandoned and educators must begin to explore “new” practices to remedy “old” problems.

• Metaphysics (reality), epistemology (knowledge), and axiology (values) must be explored.

Strategies to Guide the Postmodern Theoretical

Paradigm

• The notion of an “Administrative Science” must end. This will help to end the production of technicians and bureaucrats who “fit into the status quo” (English, 2003).

• Administrators must be allowed to reflect on situations. Status quo should not be an option.


• There must be an end to the thought there is only one right method to solve a problem.

• Leaders must be allowed to think and lead.

• Postmodernism reflects on a variety of options and alternatives.


• Educational leaders must be oriented to many approaches rather than “being grounded in one world view” (English, 2003).

• Leaders should be familiar with a variety of strategies.

• Postmodernism is very flexible.

Strategies to Guide the Postmodern Practical Paradigm

• Educational Leaders must understand that theory is embedded in every practice even if they are not familiar with the theory.

• Postmodernism relentlessly deconstructs all views including itself.

English states that “if we keep on using the same old theories we will continue to get the same old results” (English, 2003).


• The system must recognize that our certification and licensure are 20 or more years behind the times.

• Schools will remain static as long as the current improvement models remain the same.


• The engagement of ineffective “police functions” must cease.

• The enforcement agencies only force conformity among schools and scholarly pursuits are also discouraged.

Wrapping It Up…

In conclusion, Postmodernism is about accepting new world views. Educational Leaders must make adjustments and recognize that change is absolutely essential and necessary. According to Fenwick W. English, there are no ideas, laws, standards, or behaviors that are absolute. A new order will be established as soon as new thoughts, ideas, and attitudes are explored.

Reference

English, F. W. (2003). The postmodern challenge to the theory and practice of educational administration. Springfield, IL:

Charles C Thomas.

Presented by:

William Allan Kritsonis, PhDProfessor

PhD Program in Educational LeadershipPrairie View A&M University

Member of the Texas A&M University System

Distinguished Alumnus (2004)Central Washington University

Ellensburg, Washington

Visiting Lecturer (2005)Oxford Round Table

University of Oxford, England

PhD, The University of IowaM. Ed, Seattle Pacific University

B. A., Central Washington UniversityVisiting Scholar, Columbia University