探索奥特罗亚的非殖民化努力:在国外博士研究计划中批判性反思的作用
Kem Gambrell1, Kim Arakawa1, Toni Armstrong1
1Doctoral Program in Leadership Studies, School of Leadership Studies, Gonzaga University, Spokane, Washington, USA.
New directions for student leadership
|March 1, 2026
概括
通过文化沉浸来挑战定居者-殖民者的思维方式是脱殖和领导力研究的关键. 新西兰的博士生探索了共享领导力,培养了对权力和社会结构的批判性自我反思.
科学领域:
- 教育教育教育教育教育教育.
- 社会学 社会学 社会学
- 土著研究土著研究.
背景情况:
- 定居者-殖民背景需要挑战主导叙述和关于权力和领导力的假设.
- 培养意识需要接触到不同的文化和不同的存在方式,特别是那些有共同领导力的实践实践的人.
研究的目的:
- 为了检查在新西兰的博士留学课程对学生对脱殖民主义和领导力的理解的影响.
- 探索如何遇到土著文化和共同的领导实践影响学生对权力,自我,机构和社会的看法.
主要方法:
- 定性研究利用学生叙述从一个博士研究在国外的课程.
- 在新西兰通过体验式学习探索非殖民化和领导概念.
- 专注于对自我,机构和社会结构的批判性反思.
主要成果:
- 学生的叙述揭示了定居者-殖民思想的破坏,以及对权力动态的更深层次的质疑.
- 对毛利人共同领导的概念的接触促进了对传统领导模式的批判性反思.
- 在国外学习的经验有助于对去殖民化及其对领导力的影响有了更细致的理解.
结论:
- 在文化上不同的环境中体验式学习对于脱殖民教育范式至关重要.
- 通过多样化的文化接触来挑战主导叙述,促进了领导力研究中的变革性学习.
- 对自我,机构和社会的持续反思对于脱殖民主义领导教育至关重要.
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