Conceptualizing imagination in the context of school leadership

Abstract

There is very little research on imagination in the context of leadership in general, and even less in relation to educational leadership. Drawing on available research on imagination in leadership and scholarship in the field of imagination, this qualitative content analysis seeks to add to foundational understanding of imagination's role in educational leadership. First, it describes the range of meanings leaders hold about imagination and the contradictory feelings these meanings create. Second, it indicates some of the varied ways in which imagination contributes to leadership. Third, it contributes a definition of imagination that encompasses the potential value of imagination for leadership now and into the future. The paper concludes by offering recommendations for future research and identifies the improvisational imagination as an additional feature that imagination contributes to leadership practices. The research shows that imagination is not something we should call on only in times of crisis, but, rather, that it is an indispensable ally in dealing with leadership challenges of all kinds. Imagination is more than the whimsical spark of creativity; it is an integral skill that allows leaders to move beyond embedded ideas while creating new-and meaningful-change.

Engaging and Cultivating Imagination in Equity-Focused School Leadership

“…For some people, the word imagination makes them think of childhood fantasy, arts, and fictional storytelling (Judson, 2021(Judson, , 2020. It evokes the realm of the imaginary rather than anything connected to the daily practices of leadership (Judson, 2020(Judson, , 2021. Re-conceptualizing imagination as soil helps address misconceptions by bringing them down to earth.…”

“…The application of IE's cognitive tools to the context of leadership is new and offers many opportunities for future research (e.g., Judson, 2020Judson, , 2021. Table 1 includes a few examples of how leaders may employ cognitive tools within their communities to engage imagination in equityfocused work.…”

“…Currently, the role of imagination in equity-focused leadership has been the subject of little systematic research (Judson, 2020). In the leadership field, the word imagination (or a derivative) is generally mentioned far more often than it is explored theoretically or practically (Judson, 2020).…”

“…Widespread misunderstanding about imagination has contributed to few taking it seriously in leadership research (Judson, 2020(Judson, , 2021. Given this penury of knowledge, calls for imagination are not supported with theoretical or practical understandings of how imagination will support leadership in getting to or getting through the unfamiliar terrain of creating and sustaining equitable schools.…”

Cultivating Leadership Imagination with Cognitive Tools: An Imagination-Focused Approach to Leadership Education

“…These images reflect certain “myths” about imagination that help to perpetuate misconceptions about it and also shape how it is conceptualized in leadership: that imagination is of most importance and relevance to children or artists, that it is always unruly and purposeless, that it is only “in the mind,” that it is a static or endowed attribute (quality, trait), that it is always extra ordinary, and that it is largely a “mystery” and, therefore, something that cannot be taught (Asma, 2017; Egan, 1997, 2005; Liu & Noppe-Brandon, 2009). Pair these dominant views of imagination with the perceived risk imagination involves to individuals and to organizations (Hopkins, 2019; Patriotta, 2019), the discomfort it can cause (Hopkins, 2019), the tendency to privilege research of things that are readily observable (Simpson et al, 2017) and measurable, and it may come as no surprise that imagination has been the subject of little leadership research (Judson, 2020). Ultimately, imagination is mentioned far more than it is studied in leadership theory or conceptualized in practice (Judson, 2020).…”