Educational Leadership and Global Crises; Reimagining Planetary Futures through Social Practice

Autor/in	Gardner-McTaggart, Alexander Charles
Titel	Educational Leadership and Global Crises; Reimagining Planetary Futures through Social Practice
Quelle	In: International Journal of Leadership in Education, 25 (2022) 4, S.647-663 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gardner-McTaggart, Alexander Charles)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3124
DOI	10.1080/13603124.2020.1811900
Schlagwörter	Futures (of Society); Climate; Instructional Leadership; Diseases; Social Differences; Critical Theory; Psychological Patterns; Global Approach; Social Change; Systems Approach; Strategic Planning; Educational Philosophy; Attitude Change; Educational Administration; Crisis Management; Citizenship + Suchen Sie Ihr Suchwort? Future; Society; Zukunft; Klima; Instruction; Leadership; Bildung; Erziehung; Führung; Disease; Krankheit; Sozialer Unterschied; Kritische Theorie; Globales Denken; Sozialer Wandel; Systemischer Ansatz; Strategy; Planning; Strategie; Planung; Bildungsphilosophie; Erziehungsphilosophie; Attitudinal change; Einstellungsänderung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Krisenmanagement; Staatsbürgerschaft
Abstract	The world is facing increasing crises such as climate, inequality and disease, which are set to impact student futures in devastating ways. Without a change in the way citizens think at the ballot box and the supermarket, these crises indicate an intensification of global disaster with very real consequences. This paper deploys critical theory in order to examine the efficacy of Educational Leadership in the 21st Century. It finds that the crises facing the planet are due to a domination of knowledges serving system-interests detrimental to the survival and happiness of the many. Despite such dismal outlooks, educational leadership is potentially highly influential and represents hope. It is ideally placed to facilitate the global mindedness and intersubjectivity required for future citizens to collectively tackle planetary problems. Despite the potential of educators to create change, this paper finds educational leadership thinking to be rooted in the system-world, producing, and demanding strategic action in line with post-Comptian positivism. This advances a focus upon external goods and a blindness toward its own advantage. Educational leadership requires an urgent change in thinking: one that embraces a critical hygiene of intersubjectivity, global mindedness, and communicative action, reimagining educational leadership as social practice in an interdependent world. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01