Authentic leadership praxis for democracy: a narrative inquiry of one state superintendency

Gardiner, Mary E.; Howard, Marilyn Pritchett; Tenuto, Penny L.; Muzaliwa, Alexandre Ilungu-Ibongya

doi:10.1080/13603124.2013.835448

Cited by 10 publications

(7 citation statements)

References 41 publications

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“…As a community leader, Stewart included all perspectives. Democracy is about everyone contributing together across differences for the common good (Dewey, 1916(Dewey, /1966Gardiner, Howard, Tenuto, & Muzaliwa, 2014;Tenuto, 2015).…”

Section: Discussionmentioning

confidence: 98%

Leveraging conflict to achieve advances in civil rights: community leadership — an unfinished work for educators

Canfield-Davis

Gardiner

2016

International Journal of Leadership in Education

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Section: Discussionmentioning

confidence: 98%

Leveraging conflict to achieve advances in civil rights: community leadership — an unfinished work for educators

Canfield-Davis

Gardiner

2016

International Journal of Leadership in Education

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“…Accordingly, the educational leader has an important role to play in students being able to achieve democratic educational goals (Carr, 2009;Starratt, 2004;Woods, 2005). While much of the literature is theoretically heavy and empirically sparse, there is evidence to suggest that change is possible via a strong commitment by educational leaders to incorporate democratic trends in the schools they lead (Apple & Beane, 2007;Begley & Zaretsky, 2004;Doyle, 2003;Gardiner, Howard, Tenuto, & Muzaliwa, 2014;Gwirtz & Minuelle, 2009;Karagiorgi, 2011;Mncube, Davies, & Naidoo, 2015;Price, 2008;San Antonio, 2008;Shields, 2010Shields, , 2014.…”

Section: Educational Leadership As the Key To A Resurgence Of Democramentioning

confidence: 99%

Educational Administrators’ Perspectives of Democracy and Citizenship Education: Interviews with Educational Leaders.

Long

2018

JCIE

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Little is known about public school educational administrators’ perspectives of democracy and citizenship education and how those perspectives shape the learning that occurs in the schools they lead. This paper presents findings of a qualitative study that used semi-structured interviews of public school educational administrators’ perspectives of democracy and citizenship education in the province of Alberta, Canada. Four participants’ detailed responses were analyzed using an interpretive phenomenological methodology and coded into four themes. While all four participants felt that democratic and citizenship education were important, their conceptualizations varied widely and only one participant was found to lead in a way that encouraged democratically desirable education. Findings suggest that some educational administrators do not necessarily understand their role or responsibility in the education of democracy and citizenship within the schools they lead. Moreover, this study suggests that factors that hinder democratic and citizenship education are: school administrators’ preference to remain obedient to a top-down approach of school management; resource taxing administrative obligations and; a misunderstanding of ‘thick’ democracy. Factors that were found to facilitate democratic and citizenship education include: physical school and learning program design and; democratic school leadership.

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“…According to Google Scholar, Gardner and Laskin's (2011) work on narrative leadership has been cited in more than 1500 articles, which speaks to their contribution to understanding the importance of narrative leaders to large social and political movements. There is, also, other literature that concentrates on the concept of narrative leadership in settings such as business (Danzig, 1999;Fisch, 2014), public service (Ospina & Dodge, 2005), education administration (Gardiner, Howard, Tenuto, & Muzaliwa, 2014), and the third sector (Macmillan & McLaren, 2012). While most of this literature does not emphasize the need for narrative leaders to embody and live the stories they tell, this literature is similar to Gardner and Laskin's (2011) book in that it conceptualizes a narrative leader as, more often than not, a single person who influences others.…”

Section: List Of Figuresmentioning

confidence: 99%

“…Examples in the narrative leadership scholarship include those narrative leaders who have effectively told and, according to Gardner and Laskin (2011), embodied innovative and visionary stories that influenced many others to participate in large national social and political movements, such as Margaret Mead, J. Robert Oppenheimer, and Mahatma Gandhi. Other scholars have studied narrative leadership in organizational settings such as business (Danzig, 1999;Fisch, 2014), public service (Ospina & Dodge, 2005), education administration (Gardiner et al, 2014), and the third sector (Macmillan & McLaren, 2012). The narrative leadership in the organizational, management, and business literature is summarized by leadership researcher Stodgill (1950) stating, "Leadership may be considered as the process (act) of influencing the activities of an organized group in its efforts toward goal setting and goal achievement" (p 3).…”

Section: Narrative Leadership and Shared Leadershipmentioning

confidence: 99%

“…Gardner and Laskin (2011) studied eleven individuals from different countries and social backgrounds with different training and vocations who exemplified narrative leadership by relating stories to a wide variety of people within the cultural context. narrative leadership can be found in a variety of organizations such as business (Danzig, 1999;Fisch, 2014), public service (Ospina & Dodge, 2005), education administration (Gardiner et al, 2014), and the third sector (Macmillan & McLaren, 2012).…”

Section: Narrative Leadership and Shared Leadershipmentioning

confidence: 99%

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An Exploration of the Use of Photovoice-Inspired Techniques to Facilitate Narrative Leadership in a Small Group of Middle-Aged Women

Zive¹

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Chapter 1: Introduction, Background, and Statement of Problem Introduction and Background Humans have been telling stories for tens of thousands of years. The disciplines of evolutionary psychology, neuroscience, and cognitive psychology all support the proposition that language, in general, and storytelling, in particular, evolved as a way to adapt and, ultimately, survive as a species (Darwin, 1859; Dennett, 1991; Gardner & Laskin, 2011; McBride, 2014). Indeed, storytelling has numerous functions related to survival of the human species including: 1) promoting cooperation among individuals in groups (Boyd, 2009); 2) developing social norms and shared beliefs (prerequisites for establishing social institutions) (Tomasello, Carpenter, Call, Behne, & Moll, 2005); 3) transmitting culture to subsequent generations (Gardner & Laskin, 2011; Tomasello et al., 2005); and 4) enhancing high-level cognitive communication which improved humans cooperation and sociality (Tomasello, 2009; Yang, 2013). In short, academic literature reminds us we are storytelling animals with a long history of following the leader who told stories that inspired change in the thoughts, behaviors, and actions of followers. In fact, over the last two decades, the link between storytelling, on the one hand, and leadership, on the other, has received a great deal of attention, especially among scholars and practitioners who define leadership as an influence relationship. Gardner and Laskin (2011), for example, focused their book, Leading Minds: An Anatomy of Leadership, on the phenomenon of narrative leadership. They defined narrative leaders as "persons who, by word and/or personal example, markedly influence the behaviors, thoughts, and/or feelings of a significant number of their fellow human beings" (p.8). For instance, according to Gardner and Laskin's account, cultural which both narrative leadership and shared leadership, in principle, at least, could have flourished. This study attempted to create a reasonable facsimile of the women consciousness groups of the past and used it to explore the possible contributions of photovoice techniques for promoting narrative and, possibly, also, shared leadership. Related to Fisher's narrative paradigm is Bormann's symbolic convergence theory of communication (Bormann, 1985). This theory posits "the appearance of a group consciousness, with its implied shared emotions, motives, and meanings, not in terms of individual daydreams and scripts but rather in terms of socially shared narrations or fantasies" (Bormann, 1985, p. 128). Symbolic convergence is considered a general social theory of communication in which theories "deal with tendencies in human communication events that cannot be ignored or rescinded by the participants" (Bormann, 1985, p. 129), and transcend historical boundaries and are trans-cultural. These general theories are equivalent to natural science theories that explain expansive classes of events. Therefore, the symbolic convergence communication theory is a general theory because it ex...

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Authentic leadership praxis for democracy: a narrative inquiry of one state superintendency

Cited by 10 publications

References 41 publications

Leveraging conflict to achieve advances in civil rights: community leadership — an unfinished work for educators

Leveraging conflict to achieve advances in civil rights: community leadership — an unfinished work for educators

Educational Administrators’ Perspectives of Democracy and Citizenship Education: Interviews with Educational Leaders.

An Exploration of the Use of Photovoice-Inspired Techniques to Facilitate Narrative Leadership in a Small Group of Middle-Aged Women

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