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- Title
Responding to the UNESCO Framework: A Transformative Approach to Educational Leadership.
- Authors
SHIELDS, CAROLYN M.
- Abstract
In order for educators to respond to the United Nations sustainable development goal 4 (SDG4), grounding their leadership in the moral and critical theory of transformative leadership theory (TLT) could provide a comprehensive framework, one that would focus their work, identify touchstones for progress, and better serve all students. The purpose of this article is to describe transformative leadership as a way for leaders to foreground the values of SDG4: equity, inclusion, and quality instead of the traditional focus on more technical and less morally grounded aspects of what is often known as transformational leadership. Drawing on extensive literature, TLT posits that when all children feel safe, respected, and included, they are better able to learn, and achievement improves. Similarly, when schools focus on democratic inclusion and excellence, civil society also strengthens. Eight interactive tenets support these propositions; in brief, they comprise accepting a mandate for change; challenging the status quo; examining the use of power; balancing public and private good; focusing on emancipation, democracy, interconnectedness, and global awareness; demonstrating both promise and critique; and perhaps most importantly, exerting moral courage. This article will help educators to better understand why transformative leadership theory is a theory that offers promise to both educators and all students.
- Subjects
EDUCATIONAL leadership; UNESCO; UNITED Nations; LEADERSHIP ethics; TRANSFORMATIONAL leadership; MORAL courage; TRANSFORMATIVE learning; CRITICAL theory; LEADERSHIP training
- Publication
Leading & Managing, 2022, Vol 28, Issue 2, p1
- ISSN
1329-4539
- Publication type
Article