Pedagogy: Becoming a Transformative Leader: The Student Leader Activist Identity Continuum

McKee, Katherine; Bruce, Jacklyn

doi:10.1108/s2058-88012020013

Cited by 2 publications

(1 citation statement)

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“…Instead, we saw the need for many people and organizations to work together to find new solutions quickly; therefore, reflecting at a community and systems-level on the pandemic and its interrelated challenges provides a complex and rich opportunity to teach transformative leadership. McKee and Bruce (2020) explain that transformative leadership "requires that individuals reframe their world views and their senses of self in order to rethink assumptions and develop new solutions and systems," and that also requires leadership educators to "approach teaching transformative leadership as identity development" (p. 49). They frame identity development through the Student Leader Activist Identity Continuum which progresses from learner, to ally, advocate, and activist (Bruce et al, 2019).…”

Section: Transformative Leadershipmentioning

confidence: 99%

CRISIS AS PEDAGOGY: Recommendations for Using the Pandemic in Leadership Education

Whitaker¹,

Kniffin²

2022

Journal of Leadership Education

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The COVID-19 pandemic has provided leadership educators with a unique and perilous opportunity. The events of 2020 were profoundly impactful and traumatic for our students, but they also illustrate a level of visceral engagement with various leadership topics that is incredibly useful. In this article, we outline some of the pedagogical considerations for using a chaotic and trauma filled set of experiences to teach leadership concepts. Specific theories and topics areas are presented that represent the most likely intersection of the pandemic and leadership, and examples are included for use by practitioners.

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Section: Transformative Leadershipmentioning

confidence: 99%

CRISIS AS PEDAGOGY: Recommendations for Using the Pandemic in Leadership Education

Whitaker¹,

Kniffin²

2022

Journal of Leadership Education

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Integrating the Arts for Leadership Education and Development

Wallrauch

2021

Handbook of Research on Future of Work and Education

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The arts involve engaging the human imagination and sensory skills to communicate and create experiences, artifacts, and surroundings shared with others. Conventionally, education providers have compartmentalized the arts and sciences as separate and disparate disciplines. Yet, the future of work will continue to demand that organizations and their members remain agile, creative, and innovative in the face of ongoing uncertainty and change. As a result, leadership paradigms and models have been changing from top-down, command and control to relational, participative standards due to the need for collaborative expertise and organizational agility. This chapter will address the skills required for relational leaders and learning organizations, how higher education programs must model the way, and how integrating the arts within other disciplines could answer the call for deeper learning and collaborative engagement in the 21st century.

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Pedagogy: Becoming a Transformative Leader: The Student Leader Activist Identity Continuum

Cited by 2 publications

References 5 publications

CRISIS AS PEDAGOGY: Recommendations for Using the Pandemic in Leadership Education

CRISIS AS PEDAGOGY: Recommendations for Using the Pandemic in Leadership Education

Integrating the Arts for Leadership Education and Development

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