From a Politics of Dilemmas to a Politics of Paradoxes: Feminism, Pedagogy, and Women's Leadership for Social Change

Autor/inn/en	Kark, Ronit; Preser, Ruth; Zion-Waldoks, Tanya
Titel	From a Politics of Dilemmas to a Politics of Paradoxes: Feminism, Pedagogy, and Women's Leadership for Social Change
Quelle	In: Journal of Management Education, 40 (2016) 3, S.293-320 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-5629
DOI	10.1177/1052562916634375
Schlagwörter	Politics of Education; Feminism; Educational Practices; Females; Womens Studies; Leadership; Transformational Leadership; Transformative Learning; Social Change; Women Administrators; Leadership Training; Graduate Study; Leadership Role; Activism; Case Studies; Empowerment; Critical Thinking; Foreign Countries; Epistemology; Ambiguity (Context); Israel + Suchen Sie Ihr Suchwort? Educational policy; Bildungspolitik; Feminismus; Bildungspraxis; Weibliches Geschlecht; Führung; Führungsposition; Pädagogische Transformation; Sozialer Wandel; Weibliche Führungskraft; Führungslehre; Aufbaustudium; Graduiertenstudium; Hauptstudium; Aktivismus; Politischer Protest; Case study; Fallstudie; Case Study; Kritisches Denken; Ausland; Erkenntnistheorie
Abstract	Transformational learning is a process resulting in deep and significant change in habitual patterns of identity, thought, emotion, and action, enabling new approaches to role enactment. This article explores how moving from a framework of dilemmas, which require solutions and one-sided choices, to a framework of paradoxes that embraces tensions and contradictions can contribute to meaningful transformational learning in the context of women's leadership development. Drawing on recent theories of paradoxes and on critical feminist theory, we propose a critical feminist pedagogy of paradoxes for developing women's leadership of social change enterprises. This perspective is put forth based on our analysis of an experiential course in a graduate gender studies program wherein participants take on leadership roles and interrogate them, by integrating theoretical discussions, reflection, and practical engagement in social activism. We use case studies from our students' experiences in the field and in the classroom to demonstrate and explore the use of paradoxical thinking for teaching complex modes of leadership. We then show how fundamental, unresolvable paradoxes can be generative of novel ways of enacting social change leadership. We suggest several advantages and implications that this critical feminist pedagogy of paradoxes can have on the development of women's leadership. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01