I have undertaken a range of work regarding methodology, data collection and theorizing in the field:
Courtney, S.J. and Gunter, H.M. (2020) Corporatised fabrications: the methodological challenges of professional biographies at a time of neoliberalisation. In: Lynch, J., Rowlands, J., Gale, T. and Parker, S. (eds) Practice Methodologies in Education Research. 27-47.
Courtney, S.J., McGinity, R. and Gunter, H.M. (eds) (2018) Educational Leadership: Theorising Professional Practice in Neoliberal Times. Abingdon: Routledge.
Gunter, H.M. (2010) Dusting off my doctorate. In: Cole, B. and Gunter, H.M. (eds) (2010) Changing Lives: Women, Inclusion and the PhD. Stoke on Trent: Trentham Books. 81-97.
Gunter, H.M., Hall, D. and Mills, C. (eds) (2014) Education policy research: design and practice at a time of rapid reform. London: Bloomsbury.
Thomson, P. and Gunter, H.M. (2011) Inside, outside, upside down: The fluidity of academic researcher ‘identity’ in working with/in school. International Journal of Research and Method in Education. 34 (1), 17-30.
Thomson, P. and Gunter, H.M. (2008) Researching bullying with students: a lens on everyday life in an innovative school. International Journal of Inclusive Education. 12 (2), 185-200.
Thomson, P. and Gunter, H. (2008) Student’s participation in school change: action research on the ground. In: Somekh, B. and Noffke, S. (eds) Handbook of Educational Action Research. London: SAGE. pp: 409-419.
Thomson, P. and Gunter, H.M. (2007) The Methodology of Students-as-Researchers: Valuing and using experience and expertise to develop methods. Discourse. 28 (3), 327-342.
Thomson, P. and Gunter, H.M. (2006) From ‘consulting pupils’ to ‘pupils as researchers’: a situated case narrative. British Educational Research Journal. 32 (6), 839-856.
I have examined the meaning of criticality in the field of educational leadership:
Gunter, H.M. (2020) Criticality in the field of educational administration. In R. Papa (Ed.), [Oxford] Encyclopedia of Educational Administration. New York, NY: Oxford University Press. 1-20.
Gunter, H.M. (2001) Critical approaches to leadership in education. Journal of Educational Enquiry, 2 (1), 94-108.
Taysum, A. and Gunter, H.M. (2008) A critical approach to researching social justice and school leadership in England. Education, Citizenship and Social Justice. 3 (2), 211-227.
I have used Bourdieu’s thinking tools to think through education policy and data:
Gunter, H.M. (2002) Purposes and positions in the field of education management: putting Bourdieu to work. Educational Management and Administration, 30 (1), 3-22.
Gunter, H.M. (2001) Leaders and Leadership in Education London: Paul Chapman.
Gunter, H.M. (2000) Thinking Theory: the field of education management in England and Wales. British Journal of Sociology of Education, 21 (4), 623-635.
McGinity, R. and Gunter, H.M. (2017) New Practices and Old Hierarchies: academy conversion in a successful English Secondary School. In: Thomson, P. Educational Leadership and Pierre Bourdieu. London: Routledge. 98-111.
I have used Arendtian scholarship to think through education policy and data:
Courtney, S.J. and Gunter, H.M. (2015) ‘Get off my bus!’ School leaders, vision work and the elimination of teachers International Journal of Leadership in Education. 18 (4) 395-417.
Gunter, H.M. (2020) Thinking politically with Arendt: depoliticised privatism and education policy. In: Veck, W. and Gunter, H.M. (eds) Hannah Arendt on Educational Thinking and Practice in Dark Times: Education for a World in Crisis. London: Bloomsbury. 79-166.
Gunter, H.M. (2014) Educational Leadership and Hannah Arendt. Abingdon: Routledge.
Gunter, H.M. and McGinity, R. (2014) The Politics of the Academies Programme: natality and plurality in education policymaking Research Papers in Education. 29 (3), 300-314.
Veck, W. and Gunter, H.M. (eds) (2020) Hannah Arendt on Educational Thinking and Practice in Dark Times: Education for a World in Crisis. London: Bloomsbury. 180 pages.