Towards a Conceptualization of Dialogic Leadership
In 1968, Freire included in his work the need of dialogue for those acting as leaders. Since then, leadership has been widely addressed by authors around the world and different conceptual frameworks have been developed. The role of dialogue for leading change has been significant across different...
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| Format: | Article |
| Language: | English |
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Hipatia Press
2014-07-01
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| Series: | International Journal of Educational Leadership and Management |
| Subjects: | |
| Online Access: | https://www.hipatiapress.com/hpjournals/index.php/ijelm/article/view/1170 |
| _version_ | 1797682102019293184 |
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| author | Maria Padrós Cuxart Ramon Flecha |
| author_facet | Maria Padrós Cuxart Ramon Flecha |
| author_sort | Maria Padrós Cuxart |
| collection | DOAJ |
| description |
In 1968, Freire included in his work the need of dialogue for those acting as leaders. Since then, leadership has been widely addressed by authors around the world and different conceptual frameworks have been developed. The role of dialogue for leading change has been significant across different social and educational movements. Educational research has advanced knowledge on using a dialogic approach for mobilising schools and communities. Building on the research conducted under the INCLUD-ED project, schools and communities together engaged in participation processes that enabled teachers, children, families and community members to lead the transformation of their schools. Based on a first attempt to theorise this phenomenon, this article explores the concept of dialogic leadership and accounts for the contributions in educational and teacher leadership oriented to promote change and improvement. First, a general overview of the relevance of dialogue in the dialogic turn of societies and social sciences will be provided. Second, the role of dialogue in different leadership models will be analysed considering especially the relevance granted to dialogue in the teacher leadership model. Third, a conceptualisation of the model of dialogic leadership will be proposed to end with final remarks highlighting the relevance of conducting empirical work to further elaborate on this conceptualisation.
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| first_indexed | 2024-03-11T23:55:39Z |
| format | Article |
| id | doaj.art-ffd99f19899f4ba6b72fef596459e173 |
| institution | Directory Open Access Journal |
| issn | 2014-9018 |
| language | English |
| last_indexed | 2024-03-11T23:55:39Z |
| publishDate | 2014-07-01 |
| publisher | Hipatia Press |
| record_format | Article |
| series | International Journal of Educational Leadership and Management |
| spelling | doaj.art-ffd99f19899f4ba6b72fef596459e1732023-09-18T18:39:05ZengHipatia PressInternational Journal of Educational Leadership and Management2014-90182014-07-012210.4471/ijelm.2014.17Towards a Conceptualization of Dialogic LeadershipMaria Padrós CuxartRamon Flecha In 1968, Freire included in his work the need of dialogue for those acting as leaders. Since then, leadership has been widely addressed by authors around the world and different conceptual frameworks have been developed. The role of dialogue for leading change has been significant across different social and educational movements. Educational research has advanced knowledge on using a dialogic approach for mobilising schools and communities. Building on the research conducted under the INCLUD-ED project, schools and communities together engaged in participation processes that enabled teachers, children, families and community members to lead the transformation of their schools. Based on a first attempt to theorise this phenomenon, this article explores the concept of dialogic leadership and accounts for the contributions in educational and teacher leadership oriented to promote change and improvement. First, a general overview of the relevance of dialogue in the dialogic turn of societies and social sciences will be provided. Second, the role of dialogue in different leadership models will be analysed considering especially the relevance granted to dialogue in the teacher leadership model. Third, a conceptualisation of the model of dialogic leadership will be proposed to end with final remarks highlighting the relevance of conducting empirical work to further elaborate on this conceptualisation. https://www.hipatiapress.com/hpjournals/index.php/ijelm/article/view/1170teacher leadershipdialogic leadershipeducational community |
| spellingShingle | Maria Padrós Cuxart Ramon Flecha Towards a Conceptualization of Dialogic Leadership International Journal of Educational Leadership and Management teacher leadership dialogic leadership educational community |
| title | Towards a Conceptualization of Dialogic Leadership |
| title_full | Towards a Conceptualization of Dialogic Leadership |
| title_fullStr | Towards a Conceptualization of Dialogic Leadership |
| title_full_unstemmed | Towards a Conceptualization of Dialogic Leadership |
| title_short | Towards a Conceptualization of Dialogic Leadership |
| title_sort | towards a conceptualization of dialogic leadership |
| topic | teacher leadership dialogic leadership educational community |
| url | https://www.hipatiapress.com/hpjournals/index.php/ijelm/article/view/1170 |
| work_keys_str_mv | AT mariapadroscuxart towardsaconceptualizationofdialogicleadership AT ramonflecha towardsaconceptualizationofdialogicleadership |