摘要：School leaders are faced today with a new ‘attentional economy’ (Taylor 2005) in which schools must be seen to perform, and to perform in ways that are measurable and thus are rendered visible to all. In this paper we seek to account for this new attentional economy as one that is an effect of riskconsciousness impacting on schools as social organisations. We attempt to show how rationalities of risk have come to require principals as school managers to pay attention to, and require of others, the forensic work of making schooling calculable. We then raise some questions about the extent to which the new accountabilities that prompt so much of the forensic work school managers do should be differentiated from the responsibilities of principalship.
