Senior lecturer Te Whiringa School of Educational Leadership and Policy
Education; Education Research; Leadership; Learning Centered Leadership; Schools (Primary/Secondary); Te Kotahitanga; Teacher Education
Educational Leadership, Coaching and Mentoring, Social Justice
Contact DetailsEmail: firstname.lastname@example.org
Phone: 8384466 xtn7875
Informed by extensive practitioner experience, my research and teaching focuses on the professional formation of educational leaders through dialogic praxis. I prioritise educative processes that privilege lived experience and a concern for the humanity of leadership. This has led me to develop and teach postgraduate coaching and mentoring qualifications, to research tertiary pedagogies for leadership formation, and to explore the centrality of context in change leadership, leadership for social justice, and educational governance.
Recent publications include:
- Angelle, P., Morrison, M., & Stevenson, H. (2015). 'Doing' social justice leadership: Connecting the macro and micro contexts of schooling. In J. Ryan & D. Armstrong (Eds.), Working (With/out) the System: Educational Leadership, Micropolitics and Social Justice (pp. 95-118). Charlotte, NC: Information Age Publishing.
- Branson, C., Morrison, M., & McNae, R. (2015). In search of seamless education. In S. Gross, & J. Shapiro (Eds.), Democratic Ethical Educational Leadership: Reclaiming School Reform (pp. 138-143). New York, NY: Routledge.
- Branson, C., Morrison, M., & McNae, R. (2015). Tui tui tuituia - Weaving together: What can be generalized from these articles? Journal of Educational Leadership, Policy and Practice, 30(1), 119-128.
- Kedian, J., Giles, D., Morrison, M., & Fletcher, M. (2015). Leadership development as dialogic practice: The rationale and concept of an international leadership institute. International Journal of Leadership in Education. doi: 10.1080/13603124.2014.997800
- McNae, R., Morrison, M., & Notman, R. (Eds.). (2017). Educational leadership in Aotearoa New Zealand: Issues of context and social justice. Wellington, NZ: NZCER Press.
- Morrison, M. (2017). Conceiving context: The origins and development of the conceptual framework. In P. Angelle (Ed.). A global perspective of social justice leadership for school principals (pp. 43-64). Charlotte, NC: Information Age Publishing.
- Morrison, M. & Ferrier-Kerr, J. (2015). Mentoring as a navigational compass: Attending to the personal transition process. In C. Murphy & R. Smith (Eds.), Mentoring in early childhood: A compilation of thinking, pedagogy and practice (pp. 263-278). Wellington, NZ: NZCER Press.
- Morrison, M., McNae, R., & Branson, C. (2015). Multiple hues: New Zealand school leaders' perceptions of social justice. Journal of Educational Leadership, Policy and Practice, 30(1), 4-16.
Morrison, M., & Kedian, J. (2017). In the mi[d]st of policy enactment: Leading innovative learning environments (ILEs) in New Zealand schools. Journal of Educational Leadership Policy and Practice, 32(1), 1-6.
Morrison, M. (2017). “I wasn’t really a decile 10 person”: Deliberate enactment of social justice leadership in a high-needs context. In R. McNae, M. Morrison, & R. Notman (Eds.), Educational Leadership in Aotearoa New Zealand (pp. 73-87). NZCER Press.
Morrison, M. (2017). Conceiving context: The origins and development of the conceptual framework. In P. Angelle (Ed.), A Global Perspective of Social Justice Leadership for School Principals (pp. 43-62). Information Age Publishing Inc.
Morrison, M. (2017). Editorial. Journal of Educational Leadership Policy and Practice, 32, 1-2.