Leading in a Crisis of Public Truth: How School Leaders are Navigating Lying in Politics

Abstract

The leadership of schools in England is increasingly complex due, in part, to the role of the politics of education in setting the agenda for schools. This agenda is becoming increasingly problematised due to the absence of clear policy accompanied by various interpretations and assemblages of ideology, promulgated by those in power. Populist agendas operate. In this apparent crisis of truth-telling, where truth as politically constituted is factual and axiomatic, school leaders in ever-increasing dark times, are having to navigate knowledge in what constitutes the truth and, in some cases, resort to ways to expose untruths through action. Using Arendtian thinking to illumine how two leaders lead schools through their labour and work in actively seeking truth enables thinking about the present issues issues of lying in politics and how school leaders must both understand this and expose lying in politics through truth-seeking. In doing so these two leaders adapt, translate and actively work not only to gain clarity but to actively seek truth where they become truth-tellers of a different truth.

Citation

Hughes, B.C. (2024), "Leading in a Crisis of Public Truth: How School Leaders are Navigating Lying in Politics", Courtney, S.J., Armstrong, P.W. and McKay, A. (Ed.) Critical Education Leadership and Policy Scholarship: Introducing a New Research Methodology, Emerald Publishing Limited, Leeds, pp. 23-33. https://doi.org/10.1108/978-1-83549-472-120241003