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Leadership learning reconsidered: Adopting new considerations for practice
1University of Maryland.
New Directions for Student Leadership
|January 21, 2022
Summary
This study explores how dialogue and liberatory pedagogy enhance transformative leadership education. Personal experiences highlight the pandemic's lasting impact on leadership perspectives.
Area of Science:
- Leadership Studies
- Educational Theory
- Sociology of Education
Background:
- The COVID-19 pandemic significantly impacted educational practices and leadership development.
- Traditional leadership education models may not fully address contemporary challenges.
- There is a growing need for adaptable and responsive leadership training.
Purpose of the Study:
- To investigate the synergistic potential of dialogue and liberatory pedagogy in leadership education.
- To explore how recent global events have influenced leadership educators' perspectives.
- To provide insights into fostering transformative leadership practices.
Main Methods:
- Qualitative analysis of personal accounts from leadership educators.
- Examination of the integration of dialogue within pedagogical frameworks.
- Exploration of liberatory pedagogical principles in leadership contexts.
Main Results:
- Dialogue and liberatory pedagogy offer a powerful combination for developing transformative leaders.
- Personal narratives reveal shifts in perspective shaped by the pandemic and its aftermath.
- The integration of these approaches can foster more critical and reflective leadership practices.
Conclusions:
- Embracing dialogue and liberatory pedagogy is crucial for advancing transformative leadership education.
- Leadership educators' perspectives are evolving, necessitating adaptive teaching strategies.
- Further research should explore the long-term impact of these integrated approaches on leadership outcomes.
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