The Teaching, Learning, and Being of Leadership: Exploring Context and Practice of the Culturally Relevant Leadership Learning Model

Abstract

With a holistic approach in mind, the current article explores how the culturally relevant leadership learning (CRLL) model can be put into practice to enhance the inclusive nature of leadership education programs. Keeping context at the forefront, the teaching, learning, and being of leadership are fluid and dynamic processes, where educators constantly have to keep the complexity of this work in mind. Using a house metaphor, we argue for careful consideration regarding how we build leadership education programs to be welcoming, and structurally stable enough to provide safety for all who enter. Finally, the article provides a practical example of how one of us enacts the CRLL model, with particular attention to teaching, learning, and being as critical in creating immersive and engaging teaching and learning environments.

“Where is Our Space Within this Ivory Tower?” The Teaching Experiences of Black Women Faculty in Education Programs

“…The Culturally Relevant Leadership Learning Model (CRLL) model reveals the interconnectedness of organization, teaching practice, and lived experiences (Jones et al, 2016; Osteen et al, 2016). CRLL focuses on context and systems thinking demonstrating how “a conceptual model can distinguish individual concepts of complex lived experiences” (Guthrie et al, 2017, p. 62). The model challenges forms of oppression faced by marginalized populations (racism, gendered racism, classism, etc.)…”

“…The model challenges forms of oppression faced by marginalized populations (racism, gendered racism, classism, etc.) by “recogniz[ing] the power inherent in leadership, with a special focus on the use of language, and power to influence students’ identity, capacity, and efficacy through institutional culture and climate” (Guthrie et al, 2017, p. 62). While CRLL has been used to examine the leadership experiences of undergraduate students, we believe this model is applicable to the lived experiences of Black women faculty members as well.…”

Interrogating leadership education: Why? For what? For whom?

“…Traditional ideology and approaches emphasize the development of leadership competency, behavior, and traits. Scholars suggest instead a shift in focus toward the consideration and development of leadership identity, capacity, and efficacy (Bertrand Jones et al, 2016;Guthrie et al, 2017) which emphasize culture and context. Just as if fish were judged by their ability to climb a tree, they will fail every time; those charged with facilitating the learning of leadership need to contextualize this learning by approaching students as individuals rather than a classroom to be taught.…”

Leadership learning reconsidered: Adopting new considerations for practice

“…It has also been the tradition of late to critically interrogate older perspectives, theories, and considerations of leadership education (Dugan, 2017). Dominant narratives of leadership based on traits or socially constructed identities have found leadership development vulnerable to leaving out the perspectives of a great many (Arminio et al, 2000;Dugan, 2017;Guthrie et al, 2017).…”