Abstract
Murphy’s second edition develops previous insights into how teachers and school leaders perceive and approach the tensions and dilemmas encountered in the daily life of modern schools. Drawing heavily on existing research and policy and simultaneously dipping into his wealth of experience, he paints a clear picture of the expectations, aspirations and practicalities that compete for attention, thereby producing potential experiences of dilemma. Utilizing a brief summary of his own experience in the teaching profession, Murphy’s introduction sets the stage for his proposed 3D model for analysing and approaching dilemmatic situations. Leadership, contrasted with managerialism, is conceptualized as requiring a local and communal approach within individual schools, based on a clearer understanding of the complexities inherent in a communal and constructivist approach to school leadership. It becomes clear that Murphy is an advocate of the latter approach, but his discussion of the theory and literature includes strengths and weaknesses from a range of perspectives.
The book is divided into two clear sections, the first dealing in detail with the theory underpinning Murphy’s model followed by a practical application of this model. Each chapter begins and ends with a summary of the material, which is helpful as the depth and breadth of discussion requires concentrated reading and provokes reflection. Where numerous research studies are referenced, a summary of the main findings allows the book to either function as a starting point for further study or to be read on its own. A range of vignettes, taken from the real life experiences of school leaders in a variety of schools and career stages, are placed throughout the book and in the practical section. They help illustrate and ground the theory and use of the 3D perspective approach to dilemmas, but also provide examples for further discussion and reflection. The intention, clearly, is for this to be a workbook, used in training and staff development. The unresolved feel of the vignettes complements this aim, as well as reinforcing the problematic nature of dilemma as conceptualized in the first chapter.
Chapter 1 begins with a definition of dilemma that emphasizes the emotional and psychological battle of a decision destined for an unsatisfactory outcome. The discussion that follows further draws out the difference between managerialism and leadership, showing that the latter necessarily invites dilemma. Chapters 2, 3 and 4 explore the contribution made by psychology, politics, society and ethics to the conceptualization and extent of a dilemma, together with the opportunities they afford for the creation of communicative learning spaces. Dilemmas are not indicative of weak or inexperienced leadership, but rather are inevitable in leadership that attempts to include the community’s voice and diversity, especially as encountered in a pluralistic society. They are not problems to be avoided or solved, but experiences and opportunities to be embraced and utilized as learning space where dialectic and democratic communication has the potential to build community spirit.
Murphy emphasizes the point that decisions need not always be dilemmatic, and that different leaders may or may not perceive dilemma within situations. Section B includes advice to help leaders pre-analyse situations. Here, I think a clearer conceptualisation of ‘dilemma’ in Chapter 1 and explicit focus on narrowing the distance between the ‘two horns’ would have drawn out the full potential of the analogy. However, as stated above, this book is clearly intended as a starting point for discussion and development rather than a model of ‘best practice’ and pre-packaged solutions. The theory explored is put in context as the wider implications of policies and practices are discussed in Chapter 5, which concludes with suggestions for future training and development of school leaders.
Murphy states that the book is designed either to be read from start to finish, or to allow each chapter to be read on its own. The importance of the first and usefulness of the second become clear in the second part of the book, which presents the dilemma toolkit together with clear guidance for use. The pre-analysis and toolkit are presented as a list of questions designed to help leaders evaluate their options and consider the different parties, perceptions and values involved. This toolkit could be lifted out of the book and used as a decision-making guide, but it’s full implications and value will only be fully realised as the theory of the preceding chapters is allowed to inform the reflection process. However, the depth and breadth of the theory chapters means their full significance could not be fully absorbed in one sitting, requiring a return to particular chapters or sections as different dilemmas are approached. Murphy emphasises the evolving, developing nature of wisdom and insight that leaders accumulate as they engage with dilemmas, making the structure of the book useful both as an initial training resource and as a continuing guide.
I found this book very interesting and inspiring and the additions to the first edition ensure that the concepts explored have received in-depth treatment, allowing the inclusion of a range of views and literature. School leaders, especially those finding themselves grappling with dilemmas, would find may useful insights here, but my concern relates to an observation made by Murphy himself. School leaders are more often reactive than reflective, due either to their perception or the pressures of their role. To gain the full benefit of the insights offered, they would need to take time to work through and reflect upon the theory and examples discussed in Part A. Used as part of leadership training this book provides rich and thought-provoking material to promote deep reflection within aspiring leaders.
The book makes a timely and useful contribution to the profession at a time when schools and school leaders face huge change and challenges.