The power of collective narratives to inform public policy: reconceptualizing a Principal’s Qualification Program

Smith, D. M.

doi:10.1080/13603124.2012.745616

Cited by 4 publications

(3 citation statements)

References 13 publications

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“…I collated narratives of the principals into a collective narrative (Caddick, Phoenix, & Smith, 2015). This collective narrative (Smith, 2013) is represented in a dialogical fashion in order to convey to the reader the experiences and characteristics of the research participants by my documentation of their working lives. Frank (2005) in this regard asserts that a dialogical approach understands people as inherently relational, and narrative research is part of a dialogue between two or more people.…”

Section: Research Design and Methodologymentioning

confidence: 99%

A Narrative Inquiry into Rural School Leadership in South Africa

Smit

2017

QRE

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This article attends to rural school leadership in two South African schools through the lens of the concepts of relational leadership and emotional labour. The inquiry draws on five years of guided conversations and observations that speak to leadership experiences of hope and anticipation as well as despair and disillusionment. I worked with one black male principal and one black female school principal from two rural schools in South Africa. Over time, the tone of their narratives changed from hope to hopelessness and resignation. The findings spoke to how commitment and care were overcome by the educational challenges, which involved hunger and poverty, orphaned learners, teen pregnancy, rape, departmental criticism and lack of support. Theoretically, this inquiry draws on the theories of relational leadership and emotional labour in rural education and empirical evidence was drawn from narrative inquiry.

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Section: Research Design and Methodologymentioning

confidence: 99%

A Narrative Inquiry into Rural School Leadership in South Africa

Smit

2017

QRE

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show abstract

Section: Research Design and Methodologymentioning

confidence: 99%

Full Issue 6(1)

Editors¹

2017

QRE

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“…Open space is a dialogic process that supports transparency, inclusion, shared leadership, and empowerment. It is a process of democratic dialogue that has been effectively employed for educational policy development (Smith, 2006) related to teacher and leadership qualifications (Smith, 2009;2010) in Ontario. The discussions that take place in an open space gathering are organized around the capacity of learning circles to foster social learning and the public creation of knowledge.…”

Section: Open Space Technology Consultationsmentioning

confidence: 99%

Democratic Dialogue as a Process to Inform Public Policy

Smith¹,

Qua-Hiansen²

2015

IJEPL

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An exploration of the collaborative reconceptualization of a provincial Supervisory Officer' s Qualification Program (SOQP) through the use of dialogic approaches is the focus of this inquiry. The stories, perspectives, and lived experiences of supervisory officers, principals, teachers, parents, students, and members of the public in Ontario were included as essential voices and information sources within policy development conversations. These narratives of experience revealed the forms of knowledge, skills, dispositions, and ethical commitments necessary for effective supervisory officers today and in the future. They also illustrated the transformative nature of narrative dialogue to enlighten, deepen understanding, and alter perspectives. The policy development processes used in this publicly shared educational initiative serve as a model of democratic dialogue. The inclusive and dialogic methods employed to collectively reconceptualize a supervisory officer formation program illustrate an innovative framework for developing policies governing the public good.

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The power of collective narratives to inform public policy: reconceptualizing a Principal’s Qualification Program

Cited by 4 publications

References 13 publications

A Narrative Inquiry into Rural School Leadership in South Africa

A Narrative Inquiry into Rural School Leadership in South Africa

Full Issue 6(1)

Democratic Dialogue as a Process to Inform Public Policy

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