THEORY, PEDAGOGY, AND PROGRAMS: A CHINK IN THE FIREWALL
From the Editor-
JRLE's first issue provided a glimpse of a borderless conversation among leadership educators. Our essayists challenged us to act as "deep learners" (Silverberg & Kottkamp, 2006) and break down the "firewall" (Tierney, 2006) that separates scholars from different programs, disciplines, and countries who research and teach leadership. This issue of JRLE responds to that challenge, offering three articles from authors with diverse academic backgrounds who address topics that span programmatic and geographic borders. Although the authors are affiliated with US higher education institutions, one author (Dean) presents a case study of the UK-based National College of School Leadership. Each articles speaks to the others in extraordinary ways, despite the fact that the manuscripts were all prepared independently, with no author having knowledge of the content or positions of the other authors. For example, Kezar and Carducci draw on Kezar's pluralistic approach to leadership to explore what they term, "revolutionary" concepts that can lead to leadership programs" centered on the participation of an entire leadership collective (e.g., project team, department, committee)" (Kezar, 2000, 2002a, 2002b). Next, Black and Murtadha present a signature pedagogy designed specifically for a leadership collective. The authors propose strategic use of case studies that can be shared and expanded in a public forum, such as institutes involving multiple local stakeholders. Describing theory and pedagogy in action, Dean describes the practices of the UK's National College designed specifically to promote distributive leadership. The authors provide a vivid example of Kezar's pluralistic leadership in action through the use of online learning communities for individuals "at all career stages." In fact, one need not be an enrolled National College student to participate in learning with "program communities, consultation communities, [or] project communities" (p. 33).
Collectively the articles in this issue present a baseline for discourse on the connectivity of theory, pedagogy, and programs. The three articles represent a very small chink in the firewall that separates our knowledge bases about educating individuals for leadership. Drawing on their background as higher education scholars, Kezar and Carducci draw primarily from sources less-used by K-12 scholars. Black and Murtadha develop their signature pedagogy from the perspective of UCEA-based scholarship, and Dean requires our US-based readers to explore leadership education in a different geographic and policy context. We encourage our readers to traverse these three perspectives and explore the connected ideas we found in our first reading of the manuscripts. We concur with Dean, that "only when postsecondary programs, practitioners, and policymakers begin to intentionally share, overlap, or blur their roles, collectivizing and leveraging their skills and knowledge through each other will the context for distributed leadership . . . . emerge and solidify” (p. 49).
CULTIVATING REVOLUTIONARY EDUCATIONAL LEADERS:
TRANSLATING EMERGING THEORIES INTO ACTION
Adrianna Kezar, University of Southern California, kezar@usc.edu
Rozana Carducci, University of California Los Angeles rcarducc@ucla.edu
Abstract
In this article, the authors describe the way that leadership research has dramatically changed over the last 30 years and how leadership development programs have not kept pace with some of the important changes. In particular, the authors propose that five revolutionary leadership concepts have been overlooked and should be included in future programs. The five areas described are: educating non positional leaders and fostering empowerment, abuses of leadership power, grassroots leadership, context and cultural leadership, and the spiritual and emotional dimensions of leadership.
TOWARD A SIGNATURE PEDAGOGY IN EDUCATIONAL LEADERSHIP PREPARATION AND PROGRAM ASSESSMENT
William R. Black, Indiana University-IUPUI, wblack@iupui.edu
Khaula Murtadha, Indiana University-IUPUI, kmurtadh@iupui.edu
Abstract
In this article, we work towards developing a signature pedagogy for educational leadership preparation programs. A signature pedagogy that engenders theory-building processes and leadership practices includes complex case studies, inquiry-centered internships, collaborative and interdisciplinary leadership institutes, and continuous assessments that inform reflection on the efficacy and purpose of preparation programs. Our stance acknowledges leadership work as an ethical and moral craft that draws from conceptual and abstract knowledges, engages in ongoing critical-reflective inquiry, and is practiced within diverse school-community environments embedded in a larger social political milieu.
Furthermore, our proposal envisions University-based programs developing and nurturing relationships with students, districts, and communities over a significant period of time in order to support the development of public intellectuals and transformative leaders capable of advancing systems of human care.
THINKING GLOBALLY: THE NATIONAL COLLEGE OF SCHOOL LEADERSHIP
A CASE STUDY IN DISTRIBUTED LEADERSHIP DEVELOPMENT
Diane R. Dean, Illinois State University, drdean@ilstu.edu
Abstract
This article presents findings from a case study on the National College of School Leadership (NCSL) in Nottingham, England, an exemplary program that bridges the theory-to-practice gap using distributed leadership philosophies to develop leadership among school administrators and has manifested a positive impact on school leadership in England. It offers insights applicable to creating distributed leadership development programs for K-12 education in the United States.
JRLE EDITORS' CALL FOR RESPONSES TO ISSUE 2
Special Issue: GROUNDBREAKING PEDAGOGY IN LEADERSHIP EDUCATION |
