Students encouraging other students' learning: Leadership shared metacognition in practice

Area of Science:

• Leadership Studies
• Social Justice
• Metacognition

Background:

• Leadership learning frameworks often emphasize individual leader development.
• There is a growing need to integrate social justice advocacy into leadership education.
• Metacognition, the awareness of one's own thought processes, is a key component of effective leadership.

Purpose of the Study:

• To explore conceptual bridges between leadership learning, metacognition, and social justice advocacy.
• To propose a revamped approach to leadership education.
• To demonstrate the practical application of socially shared metacognition within leadership development.

Main Methods:

• Utilizing the American Counseling Association's (ACA) advocacy competencies model as a framework.
• Focusing on the practice of socially shared metacognition.
• Applying a case example (Kai) to illustrate concepts throughout the article.

Main Results:

• The ACA advocacy model provides a structure for comprehensive advocacy at individual, group, and community levels.
• The model emphasizes alliance-building and community engagement for systematic change.
• Integrating metacognition enhances leadership education by fostering critical self-awareness and advocacy skills.

Conclusions:

• Metacognition is a vital element for effective social justice advocacy in leadership.
• Leadership education can be enhanced by incorporating socially shared metacognition and advocacy competencies.
• Practical implications and resources are provided for educators and practitioners.