NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1158359
Record Type: Journal
Publication Date: 2017-Oct
Pages: 17
Abstractor: As Provided
ISSN: EISSN-1552-9045
Moving from Competing to Complementary: Understanding the Influence of Personal Narratives When Designing Leadership Studies Curriculum
GuramatunhuCooper, Nyasha M.; Lyons, Linda M.
Journal of Leadership Education, v16 n4 p94-110 Oct 2017
Leadership Studies education is a highly personal endeavor shaped by the personal experiences and philosophies of leadership educators. However, when course design collaboration opportunities are presented, teaching approaches and curriculum prioritization may be at odds because of distinct personal narratives. This article frames disagreement over course design as an unexpected yet useful tool for facilitating individual and collective examination of leadership educators' narratives and how they inform teaching and curriculum priorities. Drawing from standpoint theory and positionality, this work emphasizes that questions about how and what to teach in a leadership course are influenced by life experiences of leadership educators.
Association of Leadership Educators. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia; Zimbabwe; Idaho; Germany; Ghana; District of Columbia; Georgia (Atlanta); Oklahoma
Grant or Contract Numbers: N/A