Anxiety, Authority and Accountability: The Experience of Being a Minister Responsible for Education
Date
2018-10-17
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Abstract
Literature related to education leadership, governance, and political science provide a legal and process understanding of the position of minister responsible for education, but lack detail related to how the phenomenon is experienced by those in the position. Using a hermeneutic phenomenological approach, I explored the experience of being a minister of education in a Canadian province and present a nuanced interpretation of the position. This inquiry examined the lived experience of 5 former ministers of education and provides a greater understanding of this important, complex, and challenging position through the lens of the emergent themes: changing identity, voicing identity, educating identity, and trusting identity. The study concludes with interpretations and implications of these experiences and demonstrates how issues such as anxiety, authority, and accountability play important roles in Canadian education. Keywords: minister of education, education, education governance, education leadership, politics, hermeneutic phenomenology
Description
Keywords
minister of education, Education, education governance, education leadership, politics, Hermeneutic phenomenology
Citation
Rouble, P. J. (2018). Anxiety, Authority and Accountability: The Experience of Being a Minister Responsible for Education (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/33215