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Decolonizing leadership knowledge: Context, culture, and complexity.

Julie E Owen1, Derrick R Pacheco2, Aoi Yamanaka1

  • 1School of Integrative Studies, George Mason University, Fairfax, Virginia, USA.

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This study explores leadership knowledge, examining its role in leadership learning frameworks. It questions legitimacy, codification, and the future of leadership knowledge, considering context, culture, and complexity.

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Area of Science:

  • * Management and Organizational Behavior
  • * Educational Psychology and Learning Sciences

Background:

  • * Leadership knowledge is crucial for leadership development, but its legitimacy and sources are debated.
  • * Existing frameworks for understanding leadership knowledge are diverse and sometimes conflicting.

Purpose of the Study:

  • * To review current perspectives on leadership knowledge and its codification.
  • * To analyze the function of leadership knowledge within the leadership learning framework (LLF).
  • * To explore the influence of context, culture, and complexity on decolonizing leadership knowledge.

Main Methods:

  • * Literature review of existing leadership knowledge frames and codification attempts.
  • * Conceptual analysis of leadership knowledge within the leadership learning framework (LLF).
  • * Critical examination of future trends and challenges in leadership knowledge evolution.

Main Results:

  • * Leadership knowledge is integral to the LLF, influencing and being influenced by other components.
  • * The codification of leadership knowledge is complex and contested.
  • * Context, culture, and complexity are key factors in the ongoing decolonization of leadership knowledge.

Conclusions:

  • * Understanding the multifaceted nature of leadership knowledge is essential for effective leadership learning.
  • * Future leadership knowledge frameworks must address issues of legitimacy, diversity, and cultural relevance.
  • * Decolonizing leadership knowledge requires critical engagement with its evolving forms and influences.