ERIC Number: EJ1021667
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Leadership as Dance: A Consideration of the Applicability of the "Mother" of All Arts as the Basis for Establishing Connoisseurship
Ehrich, Lisa Catherine; English, Fenwick W.
International Journal of Leadership in Education, v16 n4 p454-481 2013
This article follows the lead of several researchers who claim there is an urgent need to utilize insights from the arts, aesthetics and the humanities to expand our understanding of leadership. It endeavours to do this by exploring the metaphor of dance. It begins by critiquing current policy metaphors used in the leadership literature that present a narrow and functional view of leadership. It presents and discusses a conceptual model of leadership as dance that incorporates key dimensions such as context, dance and music and includes Polyani's concept of "connoisseurship." This article identifies some of the tensions that are inherent in both notions of dance and leadership. The final part of the article discusses the implications the model raises for broadening our understanding of leadership and school leadership preparation programmes. Three core implications raised here are (i) making space for alternative metaphors in leadership preparation programmes; (ii) providing opportunities to students of leadership to understand through alternative learning approaches and (iii) providing opportunities for engagement in alternative research agendas.
Descriptors: Instructional Leadership, Educational Policy, Figurative Language, Dance, Music, Models, Performance, Postmodernism, Conflict, Discipline, Innovation, Social Change, Human Body, Democracy, Administrator Education
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A