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The Critical Imperative: Evidence-Based Practices to Strengthen Leadership Development
John P Dugan1, Patrick Randolph1, Christian Hightower1
1The Aspen Institute.
New Directions for Student Leadership
|December 1, 2020
Summary
Leadership educators should use critical perspectives and evidence-based practice to ensure equitable leadership education. This involves questioning assumptions and redesigning teaching methods for greater inclusivity.
Area of Science:
- Leadership Studies
- Education Theory
- Equity in Education
Background:
- Traditional leadership education often lacks critical perspectives.
- Evidence-based practice is crucial for effective pedagogy.
- Increasing equity in educational settings is a key challenge.
Purpose of the Study:
- To examine the role of critical perspectives in leadership education.
- To advocate for evidence-based practice that promotes equity.
- To analyze pedagogical and design practices in leadership development.
Main Methods:
- Case study analysis of the Aspen Young Leaders Fellowship.
- Critical examination of leadership education assumptions.
- Reconstruction of pedagogical and design practices.
Main Results:
- Leadership education requires a critical lens for effective practice.
- Interrogating assumptions is vital for equitable outcomes.
- Reconstructing practices can enhance inclusivity in leadership development.
Conclusions:
- Leadership educators must adopt critical perspectives.
- Evidence-based practice should prioritize equity.
- Rethinking pedagogical and design approaches is essential for inclusive leadership education.
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