Let Me Act the Part of a Man: Duality of Genders toward Critical Leadership

2016 ◽  
pp. 145-165
Author(s):  
Mere Berryman ◽  
John Tait
Keyword(s):  
Critical Leadership

An Approach for Humanizing Leadership Education: Building Learning Community & Stakeholder Engagement

2021 ◽  
pp. 105256292110413
Author(s):  
Shaista E. Khilji
Keyword(s):  
Leadership Development ◽  
Learning Community ◽  
Stakeholder Engagement ◽  
Common Good ◽  
Mutual Influence ◽  
Leadership Education ◽  
Leadership Studies ◽  
Leadership Development Programs ◽  
Critical Leadership ◽  
Critical Leadership Studies

In recent years, scholars have become critical of mainstream leadership development approaches. In particular, Petriglieri and Petriglieri refer to the dehumanization of leadership, whereby leadership breaks its ties to identity, community, and context. The purpose of this paper is to present an approach for humanizing leadership using the case example of George Washington University’s Organizational Leadership & Learning (OLL) program. Embedded in the critical leadership studies (CLS) approach, the humanizing principles, and the humanistic leadership paradigm, the OLL program’s leadership learning approach focuses on building a learning community and stakeholder engagement. I describe its pedagogical goals and instructional strategies that help promote a psychologically safe space where learners build trusting relationships, integrate diverse perspectives through respectful dialogues, and develop a sense of the “common good” and culture of equity through issue-centered learning. Using classrooms as “identity spaces” and “leadership learning laboratory” allows learners in the program to practice the co-construction of ideas through mutual influence and interactions. This paper makes a valuable contribution to developing future leadership development programs.

So what is new about leadership-as-practice?

Leadership ◽  
2018 ◽  
Vol 14 (3) ◽  
pp. 384-390 ◽  
Author(s):  
Margaret Collinson
Keyword(s):  
Structuration Theory ◽  
Leadership Studies ◽  
Critical Leadership ◽  
Critical Leadership Studies

This paper returns to the original focus of my earlier 'Leading Questions' article (Collinson, 2017) which questioned Joe Raelin’s (excessive) claims that LAP is a distinct ‘movement’, particularly new and supercedes post-heroic perspectives and is more critical than critical leadership studies. Arguing that Raelin's claims overstate the value of LAP, this rejoinder draws on Giddens’ structuration theory to illustrate my points about structure, practice and resistance in relation to the foregoing responses from Leadership As Practice (LAP) contributors (Raelin et al, 2018).

Critical Leadership Theory

2018 ◽  
Author(s):  
Jennifer L.S. Chandler ◽  
Robert E. Kirsch
Keyword(s):  
Leadership Theory ◽  
Critical Leadership

scholarly journals New Zealand’s Assistance with Invasive Species Management in the Pacific

2021 ◽  
Author(s):  
◽  
Simon Lovatt
Keyword(s):  
Invasive Species ◽  
New Zealand ◽  
International Development ◽  
Biodiversity Loss ◽  
Well Being ◽  
Leadership Role ◽  
Invasive Species Management ◽  
The Pacific ◽  
Species Management ◽  
Critical Leadership

<p>Invasive species are one of the biggest threats to development and well-being in the Pacific. They have wide-ranging impacts on economies, the environment, and societies; in addition to causing USD $1.4 trillion of losses each year. Invasive species are also the primary cause of biodiversity loss on islands which could significantly affect the ecosystem services which Pacific Islanders depend on. Every year New Zealand spends NZD $500 million on biosecurity, and Australia has spent AUD $175 million on a single eradication project. In comparison, in the Pacific there are only six people working fulltime on invasive species issues at a regional level and there is limited funding available. This thesis assesses the role of four New Zealand agencies that assist with invasive species management in the Pacific: the International Development Group of the Ministry of Foreign Affairs, the Biosecurity New Zealand division of the Ministry of Agriculture and Forestry, the Department of Conservation, and Landcare Research. Together these agencies provide funding, build capacity, offer technical advice, and occasionally implement projects. While there are important gains to New Zealand in assisting the Pacific with invasive species management, such as a reduced biosecurity threat and learning opportunities for staff, the desire to help the region for its own sake is a major driver. Suggestions for future improvement include having more information on the economic impacts of invasive species in the Pacific, increased coordination between donors, and including invasive species measures in regional trade agreements. It is hoped that New Zealand will continue to play its critical leadership role in invasive species management in the region.</p>

Risky business: Reflections on critical performativity in practice

Organization ◽  
2018 ◽  
Vol 25 (3) ◽  
pp. 428-445 ◽  
Author(s):  
Nick Butler ◽  
Helen Delaney ◽  
Sverre Spoelstra
Keyword(s):  
Leadership Development ◽  
Business School ◽  
Ethical Dilemmas ◽  
Radical Change ◽  
Institutional Pressures ◽  
Structured Interviews ◽  
Academic Values ◽  
Critical Leadership ◽  
The Impact ◽  
Risky Business

Critical scholars in the business school are becoming increasingly concerned about the impact of their research beyond the confines of academia. This has been articulated most prominently around the concept of ‘critical performativity’. Drawing on semi-structured interviews with critical leadership scholars, this article explores how academics engage with practitioners at the same time as they seek to maintain a critical ethos in relation to their external activities. While proponents of critical performativity tend to paint a frictionless picture of practitioner engagement—which can take the form of consulting, coaching, and leadership development—we show how critical scholars may end up compromising their academic values in corporate settings due to practitioner demands and other institutional pressures. Taken together, these pressures mean that critical scholars often need to negotiate a series of (sometimes insoluble) dilemmas in practitioner contexts. We argue that the concept of critical performativity is unable to contend meaningfully with these tensions because it replicates the myth of the ‘heroic-transformational academic’ who is single-handedly able to stimulate critical reflection among practitioners and provoke radical change in organizations. We conclude with a call for further reflection on the range of ethical dilemmas that can arise during academic–practitioner engagement.

Teacher Leadership for Love, Solidarity, and Justice: The Invisibilized and Contested Practices of Teacher Leaders of Color

2021 ◽  
pp. 002248712110519
Author(s):  
Josephine H. Pham
Keyword(s):  
Black Students ◽  
Teacher Leadership ◽  
Teacher Leader ◽  
Teachers Of Color ◽  
Black Leadership ◽  
White Supremacist ◽  
Communities Of Color ◽  
Agents Of Change ◽  
Critical Leadership ◽  
Racial Progress

Despite widespread acknowledgment of teachers of Color as critical agents of change, white supremacist, colonial, and cis-heteropatriarchal ontologies of “teacher leadership” marginalize the counterhegemonic leadership they embody. Guided by critical leadership and feminist of Color scholarship, I develop and employ an embodied raciolinguistic analysis to examine how a Latina teacher leader of Color facilitated organization-wide action in the educational interests of Black students. My analysis demonstrates that her discursive and embodied practices as a non-Black woman of Color and “official” teacher leader were simultaneously (re)constructed as catalysts and hindrance for racial progress within and across social spaces. Grappling with these possibilities and tensions at interpersonal, institutional, and societal scales, she reflexively adapted her practices to recenter Black leadership while facing professional consequences. Arguing for radical social change by amplifying the multi-faceted and contested nature of counterhegemonic teacher leadership, I offer implications to foster the critical ingenuity needed to lead in love, solidarity, and justice for and among communities of Color.

Successful family business succession: Utilizing peer groups for critical leadership skills development

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jenell Lynn-Senter Wittmer ◽  
Clinton Oliver Longenecker ◽  
Angie Jones
Keyword(s):  
Leadership Development ◽  
Family Business ◽  
Succession Planning ◽  
Leadership Skills ◽  
Peer Groups ◽  
Family Businesses ◽  
Business Leaders ◽  
Content Type ◽  
Critical Leadership ◽  
Business Succession

Purpose The current study explores the necessary leadership skills required for leadership succession in family businesses as well as best development activities for each skill. The current study provides suggestions for best practices in developing and utilizing peer groups as a leadership development method. Design/methodology/approach A needs assessment was conducted by surveying 150 family-business leaders. Leaders were asked, “What are your most pressing leadership development needs for your organization as you move toward succession? A follow-up question was then asked: “For each of these skills, what method would best help develop this skill for family business leaders?” The responses were content analyzed, placed into themes, and rank ordered. Findings High agreement amongst business leaders was found as eight leadership skills were cited by high percentages of family-business leaders. Leaders overwhelmingly reported peer developmental activities as being the best method for developing these skills. Originality/value Succession planning in family-businesses is critical as many family business fail to make it past the first or second generation. However, little research explores what specific leadership skills are necessary for optimal succession. As well, many leaders in public organizations seek individual methods of development, such as executive coaching, whereas family business leaders seek group activities to learn with/through their peers.

Is leadership a myth? A ‘new wave’ critical leadership-focused research agenda for recontouring the landscape of educational leadership

2021 ◽  
pp. 174114322110662
Author(s):  
Linda Evans
Keyword(s):  
Educational Leadership ◽  
Research Agenda ◽  
New Wave ◽  
Leadership Studies ◽  
Departure Point ◽  
Object A ◽  
Critical Leadership ◽  
Critical Leadership Studies ◽  
New Research ◽  
Why Questions

Intentionally provocative, this study identifies weaknesses in mainstream educational leadership scholarship, and draws upon ‘new wave’ critical leadership studies to propose a new, potentially paradigm-shifting, direction for the field. The central argument is that educational leadership researchers, in focusing predominantly on how institutional heads and other formal ‘leaders’ may best ‘do’ leadership, are addressing the wrong questions and setting off from the wrong departure point. The unit of analysis should shift, it is argued, from leadership to influence, within a new research agenda that replaces surface-level, causality-assumptive ‘how?’ and ‘why?’ questions that have shaped mainstream educational leadership research for over thirty years, with more fundamental ‘who? and ‘what?’ questions, aimed at identifying who is in fact doing the influencing. An aspect of such inquiry is leadership scepticism and agnosticism, which confronts the question: Does leadership exist, or is it a myth that we have reified? A highly original feature of the proposed new research agenda is the adoption of the author's theoretical notion of a singular unit of micro-level influence as an ‘epistemic object’ – a concept derived from STEMM research, denoting a vague and undefined potential focus of inquiry that may (or may not) turn out to be significant.

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