Research Commons
      • Browse 
        • Communities & Collections
        • Titles
        • Authors
        • By Issue Date
        • Subjects
        • Types
        • Series
      • Help 
        • About
        • Collection Policy
        • OA Mandate Guidelines
        • Guidelines FAQ
        • Contact Us
      • My Account 
        • Sign In
        • Register
      View Item 
      •   Research Commons
      • University of Waikato Research
      • Education
      • Education Papers
      • View Item
      •   Research Commons
      • University of Waikato Research
      • Education
      • Education Papers
      • View Item
      JavaScript is disabled for your browser. Some features of this site may not work without it.

      Exploring leadership as a phenomenon in an educational leadership paper: An innovative pedagogical approach opens the unexpected

      Giles, David; Morrison, Michele
      Thumbnail
      Files
      Giles & Morrison 2010 Leadership as phenomenon.pdf
      Published version, 64.02Kb
      Link
       www.isetl.org
      Find in your library  
      Citation
      Export citation
      Giles, D., & Morrison, M. (2010). Exploring leadership as a phenomenon in an educational leadership paper: An innovative pedagogical approach opens the unexpected. International Journal of Teaching and Learning in Higher Education, 22, 64–70.
      Permanent Research Commons link: https://hdl.handle.net/10289/8945
      Abstract
      Neoliberal ideologies influence both the content and pedagogical approach of educational leadership programmes. This article proposes an alternate pedagogy, one which privileges the experiential nature of the leadership and challenges students to critique prevailing ideologies within education. The authors describe the reshaping of a compulsory, foundational academic paper within a Masters of educational leadership programme to focus on the phenomenon of leadership more explicitly. They illustrate the use of student stories and hermeneutic interpretation to deepen the appreciation of the contextual nature of educational leadership practice. The authors suggest that the influence of this pedagogical approach resides in the sincerity of the pedagogical comportment of the teaching faculty and the elusiveness of the taken-for-granted nature of leadership. They conclude that pedagogical processes that maintain a centrality of concern for the humanity of leadership experiences are a matter of urgency in our present educational context.
      Date
      2010
      Type
      Journal Article
      Publisher
      International Society for Exploring Teaching and Learning (ISETL)
      Rights
      This article was published in the International Journal of Teaching in Higher Education under a Creative Commons Attribution-NoDerivs 3.0 Unported License. © 2010 IJTLHE
      Collections
      • Education Papers [1413]
      Show full item record  

      Usage

      Downloads, last 12 months
      132
       
       

      Usage Statistics

      For this itemFor all of Research Commons

      The University of Waikato - Te Whare Wānanga o WaikatoFeedback and RequestsCopyright and Legal Statement