12
views
0
recommends
+1 Recommend
0 collections
    0
    shares
      • Record: found
      • Abstract: found
      • Article: found
      Is Open Access

      Leadership learning design principles: Co-creating dialogic and critical pedagogy within cohort and community contexts

      , ,
      Dialogic Pedagogy: An International Online Journal
      University Library System, University of Pittsburgh

      Read this article at

      Bookmark
          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          The purpose of this paper is to share our pedagogical evolution as graduate faculty in relationship with increasingly diverse cohort communities of early childhood professionals learning across the landscape of leadership roles engaged with young children, families, and other adults. The early childhood leadership program described in this paper offers a graduate certificate where annually, a cohort of 18-22 early childhood professionals from across Colorado in the United States learn together for 13 months. As faculty, we share a strong commitment to both learning about our teaching and to inviting student voices, the early childhood professionals, through dialogic processes in participatory study as we co-learn and grow our practices of learning and teaching. This paper introduces and explores four leadership learning design principles: (1) identity and agency, (2) socially constructed pedagogy, (3) contextually relevant learning experience, and (4) appreciative stance. As we go, the story will unfold around how we engaged cohort members of the 2019-2020 program year through initial survey reflections and then deepening our shared understanding of these leadership learning design principles through iterations of dialogue after the program was concluded. We end the paper with reflections on how this process of study has ultimately brought us to an awareness and eagerness to engage in relational forms of inquiry, placing student voices at the center with even more intention and depth.

          Related collections

          Most cited references14

          • Record: found
          • Abstract: not found
          • Book: not found

          Letting Stories Breathe

            Bookmark
            • Record: found
            • Abstract: found
            • Article: found
            Is Open Access

            Brushed under the carpet: Examining the complexities of participatory research

            Participatory research is sometimes difficult and risky, but there is a paucity of opportunities – and some reluctance – to reflect on its challenging aspects. In this article, we present subjective accounts of our everyday experiences of conducting participatory research as women researchers. We focus on four themes from our combined research experiences to explore some of the frustrations we encounter in participatory research. We argue that it is crucial to identify, reflect upon and address such aspects in academic outputs to broaden debates and scholarly discussions. We offer these reflections, and related strategies, as a contribution to critical debates on participatory research practice.
              Bookmark
              • Record: found
              • Abstract: not found
              • Article: not found

              A critical review of race and ethnicity in the leadership literature: Surfacing context, power and the collective dimensions of leadership

                Bookmark

                Author and article information

                Journal
                Dialogic Pedagogy: An International Online Journal
                Dialogic Pedagogy Journal
                University Library System, University of Pittsburgh
                2325-3290
                January 10 2023
                July 17 2023
                : 11
                : 1
                : A85-A107
                Article
                10.5195/dpj.2023.455
                2c69c7fd-1a41-4d2b-b7b7-fddc487012de
                © 2023

                http://creativecommons.org/licenses/by/4.0

                History

                Comments

                Comment on this article