Affiliation:
1. University of Cincinnati, USA
Abstract
This chapter explores developing critical empathy through transformational leadership as pedagogy. Using the example of Myles Horton and the Highlander Folk School (HFS), the author expands Sergiovanni's (1998) pedagogy as leadership by combining social justice-oriented leadership models with an understanding of critical empathy. This demonstrates how educators can foster social change in all learning contexts. Pedagogical leadership, or as it will be discussed in this chapter; leadership as pedagogy, provides a break from traditional (i.e., White) forms of leadership in educational contexts and instead strives to develop human capital among students and educators alike.