The Knowledge Production in Educational Leadership (KPEL) project was funded by the Economic and Social Research Council (ESRC) (RES-000-23-1192) and began in January 2006 and was completed in December 2007. The project explored the relationship between the state, public policy and knowledge by focusing on New Labour's investment in the leadership of schools as a central strategy for delivering reform. The project examined the first decade of New Labour education policy with a specific focus on: the antecedence of leadership; the assumptions and strategising of policymakers; centralised interventions in local professional practice; and the responses of practitioners. The study was designed:

• • to map the field of educational leadership: types of knowledge produced, ways of knowing being used and who are regarded as knowledgeable, and why;

• • to examine and chart New Labour policies regarding educational leadership;

• • to identify those who position themselves as New Labour policymakers or close to New Labour policymaking, and those who are outside. Particular emphasis was on how practitioners position themselves in regard to New Labour reforms; and

• • to conceptualise positioning within policymaking using Bourdieu's theory of practice as a framework for describing and explaining the dynamics of the policy process.

A qualitative survey was undertaken: first, primary documentary sources were analysed – over 200 government documents (including documents released under the Freedom of Information Act) and over 30 websites – and secondary sources were read – over 300 published articles and books on leadership and policy. Second, interviews and biographical work about professional practice with a sample of 116 policymakers including ministers, civil servants, advisers (appointed to role), private-sector consultants (contracted to provide a service), headteachers, local government, unions and researchers in higher education:

• • eight from government (three former Secretaries of State for Education and five civil servants);

• • ten from NDPBs/agencies/local government/unions;

• • sixty-three researchers in universities;

• • twenty-five headteachers; and

• • ten private-sector consultants.

The data was coded and, following Bourdieu (2005), professional practice was mapped based on indicators of capital in their biography, professional practice and dispositions. Figure 5.1 in Chapter 5 presents the map where positions are taken in relation to proximity to and distance from the state as power and economy: