Decolonizing leadership knowledge: Context, culture, and complexity
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Published:2024-08-20
Issue:183
Volume:2024
Page:23-32
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ISSN:2373-3349
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Container-title:New Directions for Student Leadership
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language:en
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Short-container-title:New Drctns Student Lead
Author:
Owen Julie E.1ORCID,
Pacheco Derrick R.2ORCID,
Yamanaka Aoi1ORCID
Affiliation:
1. School of Integrative Studies George Mason University Fairfax Virginia USA
2. College of Education, Health, and Human Sciences Florida State University Tallahassee Florida USA
Abstract
AbstractLeadership knowledge is viewed as an essential aspect of overall leadership learning, yet questions abound as to who decides what forms of knowledge are recognized as legitimate. This article reviews existing frames of leadership knowledge along with prior attempts to codify leadership knowledge. We then examine the function of leadership knowledge within the leadership learning framework (LLF) and explore how it connects to and illuminates other facets of the LLF model. Finally, critical questions are asked about the future evolution of leadership knowledge and the roles of context, culture, and complexity in decolonizing leadership knowledge.
Reference40 articles.
1. Carnegie Classification of Institutions of Higher Education. (2023).Leadership for public purpose classification.https://carnegieclassifications.acenet.edu/electiveclassifications/leadership/
Cited by
1 articles.
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1. Editorial;New Directions for Student Leadership;2024-08-20