Becoming Life-Long Learners-A Pedagogy for Learning about Visionary LeadershipReport as inadecuate

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In this volume we apply a personal narrative methodology to understanding what we have learned about visionary leadership. Authors in this volume developed their reflections of life-long learning as they investigated existing leadership theories and theories about future leadership. Graduate program faculty and authors read and critically reviewed each others' essays. The goal was to experience the benefits of taking a reflective perspective that challenges previously held beliefs and leads to new beliefs and new questions to pose. A total of 14 reflective narratives are presented. All writers used the intellectual tools described as critical literacy which required readers to apply critical perspectives toward towards the text. Actively analyzing and critiquing texts led to what critical literacy practitioners describe as uncovering underlying messages. We agreed that studying what other people have written sets us up in a special way to better understand the definitions and models for visionary leadership. Self-interrogation represented in the essays helped us to broaden what it meant to be advocates for social justice. Individual chapters contain references. [This volume was written with Taryn Bates, Laura Bennett, Desiree Casian, J. D'Entremont, Joanne Duncan, William Furbush, Kelley Gangi, Austin Garofalo, Candace Harrison, Michael Herrington, Alexandre Magalhaes, Betty Mulrey, Betty Muzzy, and Gail Poitrast.]

Descriptors: Leadership Styles, Lifelong Learning, Personal Narratives, Reflection, Critical Literacy, Social Justice, Doctoral Programs, Instructional Leadership

Author: McNeil, Mary, Ed.; Nevin, Ann, Ed.


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