Problematizing leadership learning facilitation through a trickster archetype: An investigation into power and identity in liminal spaces

Abstract

This study uses the archetype of a ‘trickster’ to reflect back on, and hence problematize, the role of the educator/facilitator identity in leadership learning. This is based on the view that a trickster is a permanent resident in liminal spaces and that these liminal spaces play an important role in leadership learning. Our approach was based on the reading of the trickster literature alongside reflective conversations on our own experiences of facilitation of leadership learning, development and education. We suggest that paying attention to the trickster tale draws attention to the romanticization of leadership development and its facilitation as based on a response to crisis that leads to a further enhancement of the leader as a hero. Hence, it also offers ways to problematize leadership learning by uncovering the shadow side of facilitation and underlying power relations. We therefore contribute by showing how, as facilitators, we can use the trickster archetype to think more critically, reflectively and reflexively about our role and practices as educators, in particular, the ethical and power-related issues. In our conclusions, we make recommendations for research, theory and practice and invite other facilitators to share with us their trickster tales.

The pedagogical potential of identity work in leadership education – Controversies, confessions, and conclusions

“…Encouraging students to co-create leadership knowledge through controversies situate them and the educators in a liminal space (Edwards et al, 2021) in which they are able to resist the romanticism, hype and hubris that often characterises the idea of leadership in management education (Collinson and Tourish, 2015). In so doing, students and educators are also better disposed to critically question the omnipresent idea of authentic leadership that promises huge advantage to leaders if you find out who you really are (Einola and Alvesson, 2021).…”

Tacit Knowledge Transfer for Managerial Positions – Suggested Design for Higher Education Institutions

“…Three important lessons from the previous literature can be adapted for the case of higher education institutions: the paradox of professional amateurs from the army (Mccallum, 2008), professional hybrids in medical institutions (Croft et al, 2014) and the trickster archetype from folklore and religion (Edwards et al, 2021). Universities frequently assume, explicitly or tacitly, that being teaching institutions they are also learning ones, entirely, and that academics should be able to learn how to be good managers in the same way they learned how to become teachers.…”