The intention of this chapter is to locate concepts ofleadership and management in the changing discourse of state schooling in England. Such an undertaking will also involve a necessary engagement with related concepts such as institutional organization and administration. Concepts of leadership and management do not float freely in the discourse of textbooks of educational administration or in the prescriptions of technical primers of school management. Such concepts have a history, a politics and a set of complex and changing cultural and ideological relations with the wider society of which they are a part. Watkins (1989) has argued that leadership, power and management in education settings 'should be looked at as relational concepts developing over lengthy periods of time' (p.30). It is necessary to trace this cultural history. Ball (1990), drawing upon the work of Michel Foucault, has pointed out that discourse constitutes a relationship between power and knowledge and that therefore:

... discourses are about what can be said and thought but also about who can speak, when, where and with what authority. Discourses embody meaning and social relationships, they constitute both subjectivity and power relations. (p.17)

What will be attempted here is an exercise in analyzing the changing discourse of English schooling, as leadership is ftrst constituted in the nineteenth century in moral terms and is reconstructed over time in market relation terms. It will similarly trace the changing discourse of school management as it moves from preoccupations with social control to contemporary forms of market and fmance management in education. The chapter focuses upon the structuring of leadership and management discourse in education, located in a socio-historical framework.