Abstract
This research explores the various ways in which performative inquiry was implemented in a graduate organizational theories course within an educational leadership cohort at a medium- sized urban Canadian research university. Drawing on Fink’s framework for significant learning experiences, the researchers used performative inquiry to enact the “Practice” and “Reflection” domains of his pedagogical model. The data show that as the course unfolded, the class experienced a shift from instructor-centered transmission of information to a curriculum co- constructed by students and instructors. We conclude with ways in which educational leadership professors can incorporate performative inquiry as a teaching strategy to enhance the learning process for aspiring educational leaders.
Citation
Nilson, M., Fels, L. and Gopaul, B. (2016), "Performing Leadership: Use of Performative Inquiry in Teaching Organizational Theories", Journal of Leadership Education, Vol. 15 No. 3, pp. 170-186. https://doi.org/10.12806/V15/I3/R7
Publisher
:Emerald Publishing Limited
Copyright © 2016, The Journal of Leadership Education
License
This article is published under the Creative Commons Attribution (CC BY 4.0) licence. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this licence may be seen at http://creativecommons.org/licences/by/4.0/