Leading For Educational Lives

Novak, John M.; Armstrong, Denise E.; Browne, Brendan Ciarán

doi:10.1007/978-94-6209-554-0

Cited by 10 publications

(9 citation statements)

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“…, 2002 extensive work in the realm of business ethics identifies the imagination-specifically the moral imagination-as essential to ethical decision-making. By enabling understanding of other perspectives' and advocating for others, imagination helps equip leaders to address issues of ethics and social justice (Ciulla, 2015;Judson, 2022;Novak et al, 2014;Rapp, 2002). Our research digs more deeply into the role of imagination in relational leadership, and how this contributes to more inclusive, humanizing space for leaders.…”

Section: On Imaginationmentioning

confidence: 93%

Imagination as a catalyst for Relational Leadership: Educational leaders’ perspectives.

Judson,

Dougherty

2024

IJLL

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This research examines the role of imagination in relational leadership. Specifically, the following question was explored through a case study of a unique offering of an imagination-focused MEd program in Educational Leadership in a large, public research institution in British Columbia, Canada: How do participants understand imagination’s role in leadership after completing a two-year imagination-focused MEd leadership program? The 13 participants—all aspiring and emerging leaders in their professional settings—shared their developing conceptions of leadership, imagination, and the role of imagination in educational leadership. Participants articulated how imagination contributes to understanding themselves as leaders, engaging others with empathy, and building connections. The relational role of imagination was a dominant theme. According to participants, imagination is necessary for forming and enriching relationships, and reciprocally, relationships enhance imagination. Participants indicated how imagination supports their sense of belonging; imagination allowed participants to see themselves as potential leaders, and to feel they belonged “at the leadership table.” According to these preliminary findings, imagination may also create more opportunity in leadership. Overall, imagination emerges in this study as promoting not only relational, but humanizing leadership practices. This research contributes to understandings of relational leadership and highlights directions for future research. It identifies new directions for supporting equity and diversity in educational leadership and has clear implications for leadership education.

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Section: On Imaginationmentioning

confidence: 93%

Imagination as a catalyst for Relational Leadership: Educational leaders’ perspectives.

Judson,

Dougherty

2024

IJLL

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“…Ndibalema (2022) noted the prevalent conceptual misunderstanding of learner integration, historically aligned with inclusion in education across African schools. Current research underscores the pivotal role of learner integration in fostering effective and productive learning environments (Novak et al, 2014;Ndibalema, 2022).…”

Section: Tanzanian Education: a Historical Backgroundmentioning

confidence: 99%

The Learner Integration Wheel Theory: Addressing Integration Challenges in Tanzanian School Settings

Kanyopa,

Makgalwa

2024

IJLTER

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This paper introduces the learner integration wheel (LIW) theory of practice, which was developed in a larger study that explored the understanding and enhancing of learner integration in a selected Ex Model C school in South Africa. The larger study explained the LIW theory of practice as an alternative theory to change the rudimentary practices and programs and peoples’ attitudes in multicultural learning settings towards the issue of learner integration in South African school settings. In this study, the LIW theory of practice is introduced as a novel framework to address learner integration challenges in Tanzanian school settings. The study employed multi-stakeholder meetings and reflective writing activity to generate data. Data generated were thematically analyzed. The perspectives of eight participants (four teachers and four learners) who were purposively selected were explored regarding the challenges and possible solutions on the issue of learner integration in Tanzanian school settings. Findings reveal that learner integration is a crucial component in Tanzanian school settings as it enhances learners’ motivation and personalities and helps them to attain their full potential. In addition, the findings reveal that it is important for schools to work collaboratively with the community for the successful implementation of learner integration in school settings. The study maintains that implementation of learner integration through the fundamental practices and programs of the LIW theory of practice promises to benefit not only the learners but also the teachers and the entire Tanzanian school community.

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“…As a means to understand others and advocate for others, we see imagination associated with issues of ethics and social justice (Ciulla, 2015;Greene, 1995;Guare, 1999;Novak et al, 2014;Rapp, 2002;Spehler & Slattery, 1999). For example, in Social Justice and the Importance of Rebellious Oppositional Imaginations, Rapp (2002) suggests leaders have a responsibility to engage the 'oppositional imagination' in support of social justice.…”

Section: Imagination In Actionmentioning

confidence: 99%

Conceptualizing imagination in the context of school leadership

Judson

2020

International Journal of Leadership in Education

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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.

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Leading For Educational Lives

Cited by 10 publications

References 0 publications

Imagination as a catalyst for Relational Leadership: Educational leaders’ perspectives.

Imagination as a catalyst for Relational Leadership: Educational leaders’ perspectives.

The Learner Integration Wheel Theory: Addressing Integration Challenges in Tanzanian School Settings

Conceptualizing imagination in the context of school leadership

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