exploring dr. fenwick w. english's postmodern challenge to the theory and practice of education...

8/14/2019 Exploring Dr. Fenwick W. English's Postmodern Challenge to the Theory and Practice of Education Administration, Presented by Dr. William Allan Kritsonis

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

Practice of Educational Administration

William Allan Kritsonis, PhDProfessor

PhD Program in Educational Leadership

Prairie View A&M University

Member of the Texas A&M University System

2010



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 EducationalAdministration 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 isone single field of study that answers every

question.• The idea of one known “knowledge base” must

be abandoned and educators must begin toexplore “new” practices to remedy “old” problems.

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



Strategies to Guide the

Postmodern TheoreticalParadigm

• The notion of an “Administrative Science” must

end. This will help to end the production of

technicians and bureaucrats who “fit into thestatus 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 aproblem.

• Leaders must be allowed

to think and lead.

• Postmodernism reflects ona 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.




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).




Practical Paradigm

• The system must

recognize that our

certification and licensure

are 20 or more yearsbehind the times.

• Schools will remain static

as long as the current

improvement modelsremain the same.




Practical Paradigm

• 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 aboutaccepting new world views. EducationalLeaders must make adjustments andrecognize that change is absolutelyessential and necessary. According toFenwick W. English, there are no ideas,laws, standards, or behaviors that are

absolute. A new order will be establishedas soon as new thoughts, ideas, andattitudes 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 Leadership

Prairie 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 Iowa

M. Ed, Seattle Pacific University

B. A., Central Washington University

Visiting Scholar, Columbia University

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