Abstract
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.
Citation
GuramatunhuCooper, N. and Lyons, L.M. (2017), "Moving from Competing to Complementary: UnderstandingtheInfluenceofPersonalNarrativeswhen Designing Leadership Studies Curriculum", Journal of Leadership Education, Vol. 16 No. 4, pp. 94-110. https://doi.org/10.12806/V16/I4/T1
Publisher
:Emerald Publishing Limited
Copyright © 2017, 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/