Dr Michele Morrison
Senior Lecturer, Master of Educational Management (MEdM) Programme Leader
Qualifications: PhD, MEdL(Hons), BA(Hons), Dip Tchg
About Michele
Dr Michele Morrison attunes practising and aspiring leaders to identity and practice that transforms educational settings and secures high performance, equity outcomes for all.
An experienced teacher and senior school leader, Michele’s research and teaching focuses on the professional formation of educational leaders through dialogic praxis. Michele prioritises educative processes that privilege lived experience and a concern for the humanity of leadership.
Her doctoral thesis highlights the embedded and embodied nature of leading in context. It provides insight into the messiness of change, factors that enable and constrain school leaders, and the human impact of change endeavours. Accordingly, Michele favours longitudinal narrative research that honours participant voices.
Consistent with her commitment to relationship, relational sensitivities and reciprocity, Michele has developed and teaches postgraduate coaching and mentoring qualifications. She has completed international mentor training with renowned world expert, David Clutterbuck.
Papers Taught
Research Interests
Context; Coaching and Mentoring; Leadership; Social Justice; Narrative; Qualitative Research; Bourdieu.
Highlighted publications:
- Morrison, M. (2019). Context counts: Leading educational reform in New Zealand secondary schools. https://hdl.handle.net/10289/13119
https://orcid.org/0000-0001-6471-094XRecent Publications
Gurr, D., Drysdale, L., Longmuir, F., McCrohan, K., McNae, R., Morrison, M., & Robertson, S. (2021). Leading successfully in high needs contexts: Australian and New Zealand cases. In P. Woods, & B. Barnett (Eds.), Educational Leadership for Social Justice and Improving High-Needs Schools: Findings from 10 Years of International Collaboration. Charlotte, North Carolina: Information Age Publishing.
Torrance, D., Potter, I., Forde, C., Angelle, P., Arlestig, H., Branson, C., . . . Travers, J. (2021). What factors help and hinder the work of social justice leaders? A summary of findings from the social justice leadership strand. In B. Barnett, & P. Woods (Eds.), Educational Leadership for Social Justice and Improving High-Needs Schools: Findings from 10 Years of International Collaboration. Charlotte, North Carolina: Information Age Publishing.
Angelle, P., & Morrison, M. (2020). Socially just school leadership: Ten years of learning from each other. In B. Barnett, & P. Woods (Eds.), Educational Leadership for Social Justice and Improving High-Needs Schools: Findings from 10 Years of International Collaboration. North Carolina: Information Age Publishing.
Morrison, M. (2019). Context counts: Leading educational reform in New Zealand secondary schools. (PhD Thesis, University of Waikato, Hamilton, New Zealand). Retrieved from https://hdl.handle.net/10289/13119
Keywords
Education; Education Research; Leadership; Management and Education; Organisational Learning; Schools (Primary/Secondary); Te Kotahitanga
Context, Coaching and Mentoring, Social Justice, Culturally Responsive Leadership, Narrative, Qualitative Methodologies, Bourdieu
Contact Details
Email: [email protected]Room: TL.3.02