This paper reports on theorising based on developing histories of the field of educational leadership in higher education in the UK. These histories are being constructed through the collection of professional biographies of field members, reading the outputs of the field in the form of journals and books, and analysing the papers from the British Educational Leadership, Management and Administration Society. In this paper I focus on how the field has changed its label over the last forty years from "educational administration" to "educational management", and more recently "educational leadership", and the link between labels and knowledge claims. In particular I argue that while there is a continuity of knowledge underpinning this relabelling process there is also a mutation in the form of management in education that has become performance leadership in schools. The latter is official government policy and practitioners are being located in an all-embracing training framework. The paper argues that knowing about knowledge claims and field labels is an important means by which we can control our practice and identities. Through Bourdieu's theory of practice I describe and explain the development of the field and the struggle to be located and to stay located within higher education. By putting Bourdieu to work in this way I also seek to analyse how habitus and field can contribute to the development of explanatory frameworks regarding the power structures underpinning knowledge production. (Contains 2 figures and 1 note.)