Affiliation:
1. School of Leadership and Education Sciences University of San Diego San Diego USA
2. School of Education and Leadership Hamline University St Paul USA
3. Staley School of Leadership Kansas State University
Abstract
AbstractIn a post‐pandemic context, the need for leadership students to navigate ambiguous conditions and examine their automatic responses to authority has increased. Yet, common approaches to teaching leadership, such as group discussions and simulations, overlook the potential for using development spaces as living laboratories. This article explores three emergent‐based pedagogies (group relations, case‐in‐point, and intentional emergence) that de‐center the instructor, prioritize co‐creation and emergence, and provide living laboratories for students to examine their assumptions and default behaviors related to leadership.
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