Session Information
WERA SES 09 A, Understanding the Nature of Educational Practices Through Narrative Research.
Symposium
Contribution
Much has been said on corporate leaders and what defines them as ‘successful’ or ‘effective’. However, current leadership models are usually devised within a homogeneous, (North American) westernised, white male-oriented paradigm (Lumby, 2007). Theorists have noted the inadequacy of many leadership perspectives, urging a move from ‘colonial’ models of managing ‘otherness’, to incorporate minority ethnic voices (Lopez, 2003; Osler, 2008). This is informed from my own experience. I remember being offered the post at a prestige university as a Team Leader, I was naively excited yet determined to succeed at this role. I can recall the very first day. I asked the question, “will there be an induction?” and was informed, “You should be so be lucky; ask the team members and they will induct you”, and then there was a laugh: “You are a senior member of staff after all”. (Maylor & Showunmi forthcoming). As the weeks unfolded I began to realise that the team’s perception of a leader was different to the person that had been appointed to lead. Much of their interpretation of a leader and leadership was drawn from their own experience which was located in the context of whiteness. I had not realised the extent that gender and race would play in the role. The experience described is what prompted the current research which explores identity and leadership. It was essential that I was able to lead and yet still hold on to my own identity. This prompted further learning and relearning of my own understanding of leadership. Other significant challenges to this unitary perspective have been introduced in the ‘real world’, notably following the election of Barack Obama. These changes have implications for current discourse in leadership theory and practice such as ‘authentic leadership’ (Goffee and Jones 2005), ‘distributed leadership’ (Diamond 2007) and ‘aesthetic approach’ (Hansen et. al. 2005). For instance, what are the implications of ‘authenticity’ for non-typical leaders like Black, Asian and Minority Ethnic (BAME) individuals? What are the implications for shared leadership in the context of power dynamics inherent in cross-identity group relationships? With increasing globalisation, cultural and ethnic diversity, new leadership models ought to draw upon a wider notion of leadership, potentially encompassing a wider range of leadership styles from different societies and cultures.
References
Lumby, J. with Coleman, M.(2007) Leadership and Diversity: Challenging Theory and Practice in Education. London: Sage Publications Maylor, U., & Showunmi, V. Forthcoming. Intersectionality: A reflective account of higher education challenges from two Black British academics in UK higher education Osler, A. (2006) “Changing Leadership in Contexts of Diversity: visibility, invisibility and democratic ideals” Policy Futures in Education 4: 128-144.
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