TY - JOUR
T1 - Leadership development as a dialogic process: The rationale and concept of an international leadership institute
AU - Kedian, Jeremy
AU - Giles, David
AU - Morrison, Michele
AU - Fletcher, Murray
PY - 2016/3/14
Y1 - 2016/3/14
N2 - Rapidly changing educational contexts demand deft leadership responses. In this fluid environment, it is imperative that leadership learning models sound educational praxis. Such praxis necessitates the inclusion of participant voices within relational and dialogic processes that enable authentic, creative and collaborative thinking. This paper studies the fourth International Leadership Institute, a four-day extended dialogue which saw 70 educational leaders from six countries meet in New Zealand to consider the theme of educational futures. We outline the rationale, practices and outcomes of this alternative approach to leadership learning, an approach which holistically engages participants within and across educational sectors. Participants and facilitators alike attest to the transformative influence that this relational encounter has on their being as leaders, and provide compelling reasons why contemporary leadership learning approaches should privilege genuine dialogue.
AB - Rapidly changing educational contexts demand deft leadership responses. In this fluid environment, it is imperative that leadership learning models sound educational praxis. Such praxis necessitates the inclusion of participant voices within relational and dialogic processes that enable authentic, creative and collaborative thinking. This paper studies the fourth International Leadership Institute, a four-day extended dialogue which saw 70 educational leaders from six countries meet in New Zealand to consider the theme of educational futures. We outline the rationale, practices and outcomes of this alternative approach to leadership learning, an approach which holistically engages participants within and across educational sectors. Participants and facilitators alike attest to the transformative influence that this relational encounter has on their being as leaders, and provide compelling reasons why contemporary leadership learning approaches should privilege genuine dialogue.
UR - http://www.scopus.com/inward/record.url?scp=84957945924&partnerID=8YFLogxK
U2 - 10.1080/13603124.2014.997800
DO - 10.1080/13603124.2014.997800
M3 - Article
SN - 1360-3124
VL - 19
SP - 182
EP - 202
JO - International Journal of Leadership in Education
JF - International Journal of Leadership in Education
IS - 2
ER -