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The HoneyComb Paradigm for Research on Collective Human Behavior
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Leader identity: Resisting conformity and reconstructing how we define "Leader"
Jessica Chung, Christine D Navarro1
1University of California, Davis.
New Directions for Student Leadership
|January 21, 2022
Summary
Leadership education must value diverse experiences and knowledge acquisition methods. Educators should critically examine practices to avoid perpetuating White supremacist cultural norms in leadership development.
Area of Science:
- Educational Leadership
- Sociology of Education
- Cultural Studies
Background:
- Leadership education often espouses valuing diverse experiences and knowledge.
- A critical gap exists between stated ideals and actual pedagogical practices.
- Concerns are raised about the perpetuation of White supremacist cultural norms within educational structures.
Purpose of the Study:
- To critically examine leadership education practices.
- To assess the alignment between stated values of diversity and actual implementation.
- To identify and challenge the perpetuation of White supremacist cultural norms in leadership development.
Main Methods:
- Qualitative analysis of curriculum and pedagogical approaches.
- Discourse analysis of leadership education materials.
- Critical reflection on educator assumptions and institutional structures.
Main Results:
- Existing leadership education models may inadvertently reinforce dominant cultural paradigms.
- Practices often fail to authentically integrate diverse leadership philosophies and knowledge systems.
- Structures may unintentionally uphold norms rooted in White supremacy.
Conclusions:
- Leadership education requires intentional deconstruction of existing norms.
- Embracing diverse lived experiences necessitates a paradigm shift in pedagogy.
- Active measures are crucial to dismantle White supremacist cultural influences in leadership development.
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