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Talk as the work

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The document discusses how talk and language are an essential but overlooked part of school administration work. It notes that administrators spend between two thirds and three quarters of their time in talk-based interactions, and that administrative control is accomplished through engaging others in "language games". The use of words allows for the development of shared meanings between administrators and school personnel, and helps create coherence and tight coupling within the school organization.

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Talk as the Work: the Accomplishment of School Administration Prepared by Dr. Martin Barlosky, Faculty of Education, University of Ottawa EDU 5263: Introduction to Educational Administration Peter Gronn
Talk as the medium for interaction A great proportion of administrative activity consists of talk in interactional settings, yet talk remains a neglected dimension in accounts of leadership and administration. -Peter Gronn, Talk as the Work, p. 1 Prepared by Dr. Martin Barlosky, Faculty of Education, University of Ottawa EDU 5263: Introduction to Educational Administration
Talk, control, & language games To the extent that administrative control is accomplished by talk, school personnel become enmeshed in language games. -Peter Gronn, Talk as the Work, p. 1 Prepared by Dr. Martin Barlosky, Faculty of Education, University of Ottawa EDU 5263: Introduction to Educational Administration
A brief visit with Ludwig Wittgenstein http://www.youtube.com/watch?v=r0cN_bpLrxk Prepared by Dr. Martin Barlosky, Faculty of Education, University of Ottawa EDU 5263: Introduction to Educational Administration
Language Games The term language-game is meant to bring into prominence the fact that the speaking of language is part of an activity, or form of life. -Wittgenstein, Philosophical Investigations, 則23 Prepared by Dr. Martin Barlosky, Faculty of Education, University of Ottawa EDU 5263: Introduction to Educational Administration
Administrative work between two thirds and three quarters of the total working time of a principal or superintendent is spent talkingtalk is the work, i.e., it consumes most of an administrators time and energy. -Peter Gronn, Talk as the Work, p. 2 Prepared by Dr. Martin Barlosky, Faculty of Education, University of Ottawa EDU 5263: Introduction to Educational Administration
What words do in organizations Words do the work because each participant has a subjective understanding of school life that is made manifest in speech. If some degree of inter-subjectivity is to be attained, they must to some extent share meaning and engage in sense making. -Peter Gronn, Talk as the Work, p. 17 Prepared by Dr. Martin Barlosky, Faculty of Education, University of Ottawa EDU 5263: Introduction to Educational Administration
Words & tight coupling The school principal is a drifter moving in and out of different locations and areas and in and out of relationships and encountersit is words that make for overall tightness. -Peter Gronn, Talk as the Work, p. 19 Prepared by Dr. Martin Barlosky, Faculty of Education, University of Ottawa EDU 5263: Introduction to Educational Administration
Leadership as a linguistic practice while administrative powers is the ability of the administrator to have his will and get his way (Hodgkinson, 1978: 81), the power to control must be worked at linguistically and worked at never-endingly as an ongoing everyday activity. -Peter Gronn, Talk as the Work, p. 20 Prepared by Dr. Martin Barlosky, Faculty of Education, University of Ottawa EDU 5263: Introduction to Educational Administration

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Talk as the work

  • 1. Talk as the Work: the Accomplishment of School Administration Prepared by Dr. Martin Barlosky, Faculty of Education, University of Ottawa EDU 5263: Introduction to Educational Administration Peter Gronn
  • 2. Talk as the medium for interaction A great proportion of administrative activity consists of talk in interactional settings, yet talk remains a neglected dimension in accounts of leadership and administration. -Peter Gronn, Talk as the Work, p. 1 Prepared by Dr. Martin Barlosky, Faculty of Education, University of Ottawa EDU 5263: Introduction to Educational Administration
  • 3. Talk, control, & language games To the extent that administrative control is accomplished by talk, school personnel become enmeshed in language games. -Peter Gronn, Talk as the Work, p. 1 Prepared by Dr. Martin Barlosky, Faculty of Education, University of Ottawa EDU 5263: Introduction to Educational Administration
  • 4. A brief visit with Ludwig Wittgenstein http://www.youtube.com/watch?v=r0cN_bpLrxk Prepared by Dr. Martin Barlosky, Faculty of Education, University of Ottawa EDU 5263: Introduction to Educational Administration
  • 5. Language Games The term language-game is meant to bring into prominence the fact that the speaking of language is part of an activity, or form of life. -Wittgenstein, Philosophical Investigations, 則23 Prepared by Dr. Martin Barlosky, Faculty of Education, University of Ottawa EDU 5263: Introduction to Educational Administration
  • 6. Administrative work between two thirds and three quarters of the total working time of a principal or superintendent is spent talkingtalk is the work, i.e., it consumes most of an administrators time and energy. -Peter Gronn, Talk as the Work, p. 2 Prepared by Dr. Martin Barlosky, Faculty of Education, University of Ottawa EDU 5263: Introduction to Educational Administration
  • 7. What words do in organizations Words do the work because each participant has a subjective understanding of school life that is made manifest in speech. If some degree of inter-subjectivity is to be attained, they must to some extent share meaning and engage in sense making. -Peter Gronn, Talk as the Work, p. 17 Prepared by Dr. Martin Barlosky, Faculty of Education, University of Ottawa EDU 5263: Introduction to Educational Administration
  • 8. Words & tight coupling The school principal is a drifter moving in and out of different locations and areas and in and out of relationships and encountersit is words that make for overall tightness. -Peter Gronn, Talk as the Work, p. 19 Prepared by Dr. Martin Barlosky, Faculty of Education, University of Ottawa EDU 5263: Introduction to Educational Administration
  • 9. Leadership as a linguistic practice while administrative powers is the ability of the administrator to have his will and get his way (Hodgkinson, 1978: 81), the power to control must be worked at linguistically and worked at never-endingly as an ongoing everyday activity. -Peter Gronn, Talk as the Work, p. 20 Prepared by Dr. Martin Barlosky, Faculty of Education, University of Ottawa EDU 5263: Introduction to Educational Administration