Developing Culturally Relevant Leadership Learning E-Book

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Serie: J-B SL Single Issue Student Leadership
• Sprache: Englisch

Seitenzahl: 214

Veröffentlichungsjahr: 2016

Beschreibung

The notion of culturally relevant leadership learning builds upon the ideas of developing leader identity and leadership capacity of diverse students. Focusing on four areas of leadership learning: education, training, development, and engagement, this volume presents a model of culturally relevant leadership learning in order to develop all student leaders. It proposes infusing the leadership development process with an understanding of how systemic oppression influences educational contexts and with an engagement in and across cultural differences. Our contexts and differences influence knowledge of self, others, cultural contexts and systems, and ultimately students' knowledge and enactment of leadership.To this end, culturally relevant leadership development programs equip all students with the knowledge and skills to navigate diverse settings and lead culturally diverse groups and teams. Transforming the framework for how leadership programs are designed will result in contextually relevant leadership development programs and an increase in the breadth and depth of a diverse leadership cadre for our society. The Jossey-Bass quarterly report series New Directions for Student Leadership explores leadership concepts and pedagogical topics of interest to high school and college leadership educators. Issues are grounded in scholarship and feature practical applications and best practices in youth and adult leadership education.

Leseprobe

New Directions for Student Leadership

Susan R. Komives EDITOR-IN-CHIEF

Kathy L. Guthrie ASSOCIATE EDITOR

Developing Culturally Relevant Leadership Learning

Kathy L. Guthrie Tamara Bertrand Jones Laura Osteen EDITORS

Number 152 • Winter 2016

Jossey-Bass

Developing Culturally Relevant Leadership Learning Kathy L. Guthrie, Tamara Bertrand Jones, Laura Osteen (eds.) New Directions for Student Leadership, No. 152, Winter 2016

Editor-in-Chief:Susan R. KomivesAssociate Editor:Kathy L. Guthrie

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CONTENTS

Editors’ Notes

References

1: Critical Domains of Culturally Relevant Leadership Learning: A Call to Transform Leadership Programs

Culturally Relevant Pedagogy

The Importance of Language

Culturally Relevant Leadership Learning Domains

Historical Legacy of Inclusion/Exclusion

Compositional Diversity

Psychological Dimension

Behavioral Dimension

Organizational/Structural Dimension

Conclusion

References

2: Authenticity in Leadership: Intersectionality of Identities

Early Conceptualizations of Identity

Social Identities

Multiple Identities

Intersectionality

Authenticity in Leadership When Intersecting Identities Are Considered

Conclusion

References

3: The Practice of Freedom: Leading Through Controversy

A Process-Orientation Approach

Practicing Freedom

“Being” in Controversy: Strategies for Leaders

Conclusion

References

4: Culturally Responsive Integrative Learning Environments: A Critical Displacement Approach

Critical Theory

Culturally Responsive Integrative Learning Environments: A Displacement Approach

Conclusion

References

5: Leadership Lessons from Communities of Color: Stewardship and Collective Action

Leading from a

We

Perspective

Collective Leadership

Collaborative Leadership

A Leader Among Equals

The Character of the Leader

Setting an Inspiring Example

Playing by the Rules

The Leader as Guardians of Public Values

A Tradition of Activism and Active Citizenship

Serving Something Greater

Leader as Community Steward

A Call to Collective and Inclusive Action

References

6: Preparing Interfaith Leaders: Knowledge Base and Skill Set for Interfaith Leaders

Preparing Interfaith Leaders in Higher Education Settings

Knowledge Base

Skill Set

Conclusion

References

7: Internalization of Dominance and Subordination: Barriers to Creative and Intellectual Fullness

Disrupting Oppression: Understanding Internalized and Institutionalized Oppression

Internalized Oppression

A Path to Internal Liberation and Its Impact on Your Leadership Capabilities

Developing a Liberatory Consciousness as a Leader

Excavating Internalized Subordination and Domination and Moving Toward Liberation

References

8: Leading to Transgress: Critical Considerations for Transforming Leadership Learning

Culturally Relevant Leadership Learning Model

Systemic Context

People and Process

Leadership

Pathways

Responsibility of Leadership Educators

References

Order Form

Index

End User License Agreement

List of Tables

Chapter 3

Table 3.1

Chapter 6

Table 6.1

Chapter 8

Table 8.1

List of Illustrations

Chapter 1

Figure 1.1

Dynamic Interaction Between Individual and Leadership Process

Figure 1.2

Five Domains of Culturally Relevant Leadership Learning

Figure 1.3

Culturally Relevant Leadership Learning Model

Chapter 2

Figure 2.1

Model of Multiple Dimensions of Identity

Chapter 4

Figure 4.1

Seven Integrated World Café Design Principles

Chapter 8

Figure 8.1

Culturally Relevant Leadership Learning Model

Guide

Cover

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Editors’ Notes

Leadership education focuses on pedagogical practices that center on cultivating organizational, group, and individual capacities to work collaboratively with shared goals in mind (Allen & Roberts, 2011; Dugan & Velázquez, 2015). As such, leadership educators have much to learn from the intersection of culture and leadership, especially when focused on collaboratively working with others across diverse cultures. In discussing this relationship, Chen and Van Velsor (1996) suggested that diversity research brings to leadership the understanding of identity groups, unconscious sociopsychological processes of prejudice, and individual perspectives, whereas leadership research brings to diversity the understanding of attribution theory, leadership prototypes, and behavioral complexity. Leadership educators have the vital responsibility to develop the identity, capacity, and efficacy of diverse individuals to lead and to engage in the leadership process. Bridging diversity and leadership helps leadership educators better understand the contribution of identity to leadership development, the leadership perspectives of individuals from diverse backgrounds, pluralistic engagement, and the programs and practices that are effective in developing future leaders (Guthrie, Bertrand Jones, Osteen, & Hu, 2013). In so doing, we acknowledge how racism, sexism, and religious oppression, as well as heterosexism/cisgenderism and classism, advantage and disadvantage all student lives in myriad ways.

In this volume, we present a model of culturally relevant leadership learning in order to develop all student leaders. Leadership learning includes four areas: education, training, development, and engagement (Guthrie & Osteen, 2012). These four areas expand Roberts and Ullom's (1989) training, education, and development model. Leadership education, which occurs both in and out of the classroom, is the broad understanding of leadership knowledge, skills, and values. However, leadership education is a deeper commitment to the teaching and learning of leadership knowledge, skills, and values with a longer duration in mind. Leadership training is the acquisition of leadership skills and is often shorter in duration. Leadership development is the reflection and integration of leadership knowledge, skills, and values. Leadership engagement is the application and practice of leadership knowledge, skills, and values. As a whole, leadership learning provides a context for constant discovery through the interaction between theory and practice (Roberts, 2007).

The notion of culturally relevant leadership learning builds upon the ideas of developing leader identity and leadership capacity of diverse students. It proposes infusing the leadership development process with an understanding of how systemic oppression influences educational contexts and with an engagement in and across cultural differences. Our contexts and differences influence knowledge of self, knowledge of others, knowledge of cultural systems, and ultimately students’ knowledge and enactment of leadership. To this end, culturally relevant leadership development programs equip all students with the knowledge and skills to navigate diverse settings and lead culturally diverse groups and teams.

With the current climate of our world, it is apparent that more than ever we need diverse leaders who are able to lead diverse groups. In updating our thinking from past writings (Guthrie et al., 2013; Guthrie & Osteen, 2012), we wanted to provide applicable scholarship on students’ knowledge of self and others, cultural and systemic contexts and their relevance in the work we do as educators. We were astounded by how emotional this work became for us and how incidents on our campuses, in the United States, and around the world continued to remind us just how important it is not only to engage in this conversation but also to actually take a stand to create spaces for all students to feel welcome in developing their leadership identity and capacity.

Transforming the framework for how leadership programs are designed will result in contextually relevant leadership development programs and an increase in the breadth and depth of a diverse leadership cadre for our society. The societal issues we face cannot be solved by a few, individual leaders or by the narrow, dominant leadership narratives that often inform leadership development programs. It is the collective and pluralistic ability across our diverse perspectives to create shared understanding and responses that is needed to solve our seemingly intractable societal issues.

Kathy L. GuthrieTamara Bertrand JonesLaura OsteenEditors

References

Allen, S. J., & Roberts, D. C. (2011). Our response to the question: Next steps in clarifying the language of leadership learning.

Journal of Leadership Studies

,

5

(2), 65–70.

Chen, C. C., & Van Velsor, E. (1996). New directions for research and practice in diversity leadership.

Leadership Quarterly

,

7

(2), 285–302.

Dugan, J. P., & Velázquez, D. (2015). Teaching contemporary leadership: Advancing students’ capacities to engage with difference. In S. K. Watt (Ed.),

Designing transformative multicultural initiatives

(pp. 105–118). Sterling, VA: Stylus.

Guthrie, K. L., Bertrand Jones, T., Osteen, L., & Hu, S. (2013). Cultivating leader identity and capacity in students from diverse backgrounds. [

ASHE Higher Education Report

,

39

(4)]. San Francisco, CA: Jossey-Bass.

Guthrie, K. L., & Osteen, L. (2012). Editors’ notes. In K. L. Guthrie & L. Osteen (Eds.),

New Directions in Student Services: No. 140. Developing students’ leadership capacity

(pp. 1–3). San Francisco, CA: Jossey-Bass.

Roberts, D. C. (2007).

Deeper learning in leadership: Helping college students find the potential within

. San Francisco, CA: Jossey-Bass.

Roberts, D., & Ullom, C. (1989). Student leadership program model.

NASPA Journal

,

27

(1), 67–74.

Kathy L. Guthrie

is associate professor in the higher education program at Florida State University. She serves as the director of the Leadership Learning Research Center, as well as the coordinator of the Undergraduate Certificate in Leadership Studies, which is a partnership between the College of Education and the Center for Leadership and Social Change. She currently serves as the associate editor for the New Directions in Student Leadership series. Her research focuses on leadership learning, specifically the learning outcomes and environment of leadership and civic education and use of technology in leadership education

.

Tamara Bertrand Jones

is associate professor in the higher education program at Florida State University. She also serves as an associate director in the Center for Postsecondary Success. Her research examines sociocultural contexts that influence educational experiences of underrepresented racial/ethnic populations, particularly Black women and men, in academia. Her work as an evaluator and administrator have reinforced the notion of cultural responsiveness as a framework for creating change in higher education. In 2013, she coauthored Cultivating Leader Identity and Capacity in Students from Diverse Backgrounds

.

Laura Osteen serves

as the director of Florida State University's Center for Leadership and Social Change and teaches in the College of Education. The center is a campuswide endeavor to transform lives through leadership education, identity development, and community engagement. Laura envisions a world where every student is enabled and empowered to create positive sustainable change

.

1

This chapter introduces the critical domains of culturally relevant leadership learning. The model explores how capacity, identity, and efficacy of student leaders interact with dimensions of campus climate.

Critical Domains of Culturally Relevant Leadership Learning: A Call to Transform Leadership Programs

Tamara Bertrand Jones, Kathy L. Guthrie, Laura Osteen

Compelling interests for diversity often include the changing demographics of the United States and the world. A glance at the U.S. census tells the story of the increasing racial and ethnic differences in the country. Progressively, the United States has become a multiracial, multicultural, and multilingual society. These ever-increasing differences, fusions, and intersections of identities were the basis for our previous work (Guthrie, Bertrand Jones, Osteen, & Hu, 2013) where we outlined an argument for developing the leader identity and leadership capacity of diverse students. Leader identity is a student's own conceptualization of themselves as leaders, whereas leadership capacity is the learning and practice of leadership skills and behavior (Guthrie et al., 2013). Understanding how students with different identities define and learn about leadership helps educators appreciate the critical connections of leadership and diversity.

Sara Ahmed (2012) points out that the focus on diversity, largely defined as difference, can be a way of “becoming more advantaged, rather than challenging disadvantage” (p. 78). Diversity as a compelling interest for leadership, and ultimately globalization, reinforces the advantaged idea that leadership is the purview of all. As students are prepared to engage with diversity and more diverse students are prepared for pluralistic leadership, higher education institutions, and thus the country, become better positioned for advantage in many ways. At the same time, challenges to disadvantage are ignored or too often deferred in the name of the “greater good.” Unfortunately, conversations on diversity and leadership have rarely challenged the notion of disadvantage or the ways that power and privilege perpetuate disadvantage for some groups of people. This lack of challenge serves only to reinforce dominant perspectives of leadership and fails to initiate an acceptance of the necessity of diverse people, knowledge, and ideas, thus stagnating social change. The times call for a more complicated, nuanced discussion about marginalized populations, social change, and leadership on college campuses.

The concept of culturally relevant leadership learning (CRLL) is a framework for transforming leadership programs to address the advantages and disadvantages difference creates. This new model incorporates efficacy and contextual dimensions of campus climate into our original ideas of individuals’ capacity and identity to engage in the leadership process. Together, these ideas embody the critical domains of the CRLL model. This model seeks to compel leadership educators to challenge old paradigms of leadership and learning, in order to consider new ways to educate students and develop leaders capable of challenging inequity to create social change.

This chapter provides an overview of the thinking behind our CRLL model. First, we explore culturally relevant pedagogy, then discuss the power of language by distinguishing leader, leadership, leader/leadership development, and leadership learning. Finally, we present the model and its corresponding domains.

Culturally Relevant Pedagogy

The CRLL model is grounded in Gloria Ladson-Billings’ (1995) culturally relevant pedagogy. Defining culture as an “amalgamation of human activity, production, thought, and belief systems,” Ladson-Billings (2014) transformed teacher education by calling on teachers to adopt an assets approach to teaching culturally diverse students (p. 75). This approach is directly linked to Ahmed's warning that diversity can be manipulated to create disadvantage; Ladson-Billings brings attention to the ways the knowledge, skills, and lived experiences of students of color are treated as deficits instead of assets in the classroom. Ladson-Billings (2014) identified three domains that successful teachers operated within their classrooms: academic success, cultural competence, sociopolitical consciousness.

For change to occur in higher education, the interests of institutions, majority students, and underrepresented students must converge. Culturally relevant transformative practice allows educators to attend to the learning experiences of marginalized populations and their experiences of oppression. Specifically, the CRLL model considers the primacy of how racism, sexism, and religious oppression, as well as heterosexism/cisgenderism and classism, advantage and disadvantage all student lives in myriad ways and how failure to address these issues ensures complicity in perpetuating oppression. CRLL acknowledges power in leadership, specifically, the power of language and the power of the institutional culture/climate to influence students’ identity, capacity, and efficacy to create social change. Thus, CRLL is responsive to inclusion and matters of equity and positions leadership educators to address the complexities of social inequality through leadership learning. Before we explore each domain in the model, we first discuss the importance of language in leadership.

The Importance of Language

In the language of leadership, as in descriptions of self, words and underlying definitions matter. A classic example of how important language is comes from the never-ending debate, “Was Hitler a leader?” (Guthrie et al., 2013). This discussion has taken over many class sessions and workshops. Leadership educators often find themselves in the midst of this debate. However, the question can be answered without quite so much controversy once the question becomes, “How do you define leader and leadership?”

Describing Hitler as a leader indicates one's belief that a leader is defined through position or influence. However, if someone identified with James MacGregor Burns’ (1978) description of leaders as those who raise the moral capacity of their followers, leader would not be used to define Hitler. The discussion then becomes much more nuanced, productive, and focused on the social and cultural construction of the definition of leader and leadership.

The confusion of the words leader and leadership is a common gap in current scholarship and practice. Conceptual confusion results in carelessly interchanging the language of the behavior (leadership) and the individual (leader). As an interchangeable word, leadership becomes the work of one versus all (Guthrie et al., 2013). Day (2001) helps clarify the definitions of leader and leadership development. He defines leadership development as “expanding the collective capacity of organizational members to engage effectively in leadership roles and processes” (p. 582). Whereas leadership development focuses on the group—its interpersonal growth and relationships, leader development focuses on the individual—intrapersonal growth and opportunity to understand the self (Day, 2001). Leader development builds human capital through enhancing an individual's knowledge, skills, and values. Leadership development builds social capital, the “networked relationships among individuals that enhance cooperation and resource exchange in creating organizational value” (Day, 2001, p. 585).

According to Guthrie and Osteen (2012), leadership learning includes four areas: education, training, development, and engagement. This expands on Roberts and Ullom's (1989) training, education, and development model to include engagement. Leadership education occurs both in and out of the classroom, involving the broad understanding of leadership knowledge, skills, and values with a longer duration. Leadership training is often shorter in duration and focuses on the acquisition of specific leadership skills. Reflection and integration of leadership knowledge, skills, and values is how we define leadership development. Leadership engagement is the practice and application of leadership knowledge, skills, and values and how it “shows up” in our daily lives is the focus.

As a social construct, leadership holds various meanings to different people. It is important to understand not only the difference between leader and leadership but also how culturally diverse populations define leadership and align the concept with an activist, collective, and service framework, which is critical in developing CRLL opportunities. The authors in this issue provide both breadth and depth of diverse voices to examine culturally diverse and relevant meanings of leader and leadership.

Culturally Relevant Leadership Learning Domains

CRLL incorporates Ladson-Billings’ (1995) notions of academic success by focusing on students’ capacity for leadership: cultural competence becomes students’ own identity development and their acknowledgment of others’ identities; and sociopolitical consciousness becomes students’ efficacy, or their belief in their own capacity, to enact leadership in a variety of settings. Capacity and identity act as doorways into enactment; leadership efficacy leads students into the arena of creating change. Examining efficacy along with the concepts of capacity and identity reconceptualizes our previous model by weaving ways of knowing with interpersonal and intrapersonal development (Abes, Jones, & McEwen, 2007). The combination of identity, capacity, and efficacy describes a student's way of understanding self as an agent of change through interpersonal and intrapersonal development.

As a collective set of states, identity, capacity, and efficacy are interconnected and motivate students to engage in the leadership process (Reichard & Walker, 2016). And with the right environmental or contextual factors in place, a reciprocal influential relationship begins. As students engage in leadership, they can enhance their identity, capacity, and efficacy—further motivating more engagement in the leadership process. As seen in Figure 1.1, the two-way arrows in the model seek to depict this reciprocal, dynamic learning and engagement process.

Figure 1.1 Dynamic Interaction Between Individual and Leadership Process

Identity

Identity is our ever-evolving self-portrait. Like the selfies album on your iPhone, it is the ongoing take, retake, and update of who am I. As a socially constructed concept, it is grounded in historical, political, and cultural norms (Jones & Abes, 2013) and results from one's navigation and meaning making of self, context, and relationships (Abes et al., 2007). In addition to social identities, such as race, class, and gender, leader identity is one of the multiple layers of one's identity (Hogg, 2001; Lord & Hall, 2005). Leader identity is a student's own theory about who they are as a leader (Day, Harrison, & Haplin, 2009; Guthrie et al., 2013).