Abstract
Inclusive leadership education espouses a generalized set of values that it hopes to impart to students, what Foucault (1978) would call discourse. However, students may choose to embrace, resist, alter, or challenge particular aspects of a class’s discourse. Qualitative analysis compared multicultural leadership course students’ pre-test and post-test responses to a question that asked them to define inclusion. Four changes in narratives emerged: some students 1) exhibited heightened awareness of difference, 2) transitioned away from egocentrism in leadership thinking, 3) expressed more comfort with thinking about inclusion as an abstract concept, and 4) challenged the charge to define inclusion.
Citation
Fine, L.E. (2019), "CHANGES IN STUDENT DISCOURSE AFTER A MULTICULTURAL LEADERSHIP COURSE: Engaging Difference, Considering Others, Embracing Process, Practicing Resistance", Journal of Leadership Education, Vol. 18 No. 3, pp. 82-96. https://doi.org/10.12806/V18/I3/R6
Publisher
:Emerald Publishing Limited
Copyright © 2019, 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/