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Leadership educators: Acknowledging our whole selves in the work
Jessica Chung1, Darren E Pierre2, Christie D Navarro3
1University of Minnesota Twin Cities.
New Directions for Student Leadership
|January 21, 2022
Summary
This article explores managing multiple identities and roles in leadership education. It highlights the co-inquiry model for deeper understanding and acknowledging diverse self-expressions.
Area of Science:
- Leadership Education
- Organizational Psychology
- Social Identity Theory
Background:
- Leadership educators often navigate complex personal and professional identities.
- Understanding the multifaceted nature of the 'self' is crucial for effective leadership development.
- Traditional approaches may not fully capture the richness of individual and collective identities.
Purpose of the Study:
- To examine the complexities of managing 'self' and 'roles' within leadership education.
- To explore how leadership educators can acknowledge the multitudes within their identities.
- To introduce the co-inquiry discussion model as a tool for deeper insight.
Main Methods:
- A qualitative exploration of identity management in leadership education.
- Discussion of a conversational article format to express diverse ideas.
- Application of the co-inquiry discussion model for enhanced understanding.
Main Results:
- Acknowledging the vast multitudes within individual identities enhances leadership practice.
- The co-inquiry model facilitates deeper insights into complex topics.
- A conversational format allows for richer expression of ideas.
Conclusions:
- Leadership educators benefit from embracing the complexity of their identities.
- The co-inquiry model offers a valuable approach for exploring multifaceted selves in professional development.
- Integrating diverse identity expressions enriches the field of leadership education.
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