Toward a Just Leadership Learning Ecology: A CHAT-IT Analysis of the Highlander Idea

IF 2.4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Ethan Chang, R. Glass
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引用次数: 2

Abstract

Purpose: This paper conceptualizes a just leadership learning ecology through an analysis of one nontraditional site of leadership preparation: the Highlander Research and Education Center (originally founded as the Highlander Folk School). Methodology: Drawing on cultural historical activity theory (CHAT) and institutional theory (IT), we examine the core design and pedagogy of Highlander, which co-founder, Myles Horton, referred to as the “Highlander idea.” Findings: We illustrate how a residential learning and living environment, norms of epistemic humility and democratic decision making, and horizontal teaching and learning roles fostered social justice leadership. This just leadership learning ecology reflected institutions present at the time of Highlander's founding, including cultural scripts rooted in prophetic Christianity, class consciousness, and unfolding social movements in Appalachia and the South. Implications: Our analysis of Highlander extends recent efforts to re-envision the how and who of leadership preparation and addresses the observed lack of coherence within this subfield.
走向公正的领导力学习生态:Highlander理念的CHAT-IT分析
目的:本文通过分析一个非传统的领导力准备场所:高地人研究与教育中心(最初成立为高地人民间学校),将公正的领导力学习生态概念化。方法论:借鉴文化历史活动理论(CHAT)和制度理论(IT),我们研究了Highlander的核心设计和教育学,联合创始人迈尔斯·霍顿称之为“Highlander理念”,横向教学作用培养了社会公正领导力。这种公正的领导力学习生态反映了Highlander成立时的制度,包括植根于先知基督教的文化脚本、阶级意识,以及阿巴拉契亚和南部正在展开的社会运动。含义:我们对Highlander的分析扩展了最近的努力,重新设想了领导准备的方式和人员,并解决了在这一子领域中观察到的缺乏一致性的问题。
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来源期刊
Educational Administration Quarterly
Educational Administration Quarterly EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.90
自引率
3.00%
发文量
9
期刊介绍: Educational Administration Quarterly presents prominent empirical and conceptual articles focused on timely and critical leadership and policy issues of educational organizations. As an editorial team, we embrace traditional and emergent research paradigms, methods, and issues. We particularly promote the publication of rigorous and relevant scholarly work that enhances linkages among and utility for educational policy, practice, and research arenas.
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