An Epistemology of Leadership Perspective: Examining the Fit for a Critical Pragmatic Approach

Autor/in	Bourgeois, Nichole
Titel	An Epistemology of Leadership Perspective: Examining the Fit for a Critical Pragmatic Approach
Quelle	In: Scholar-Practitioner Quarterly, 5 (2011) 4, S.371-384 (14 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-9392
Schlagwörter	Educational Change; Epistemology; Instructional Leadership; Leadership Training; Postmodernism; Educational Philosophy; Leadership Styles; Educational Practices; Scholarship; Critical Theory; Educational Theories; Change Strategies; Educational Methods + Suchen Sie Ihr Suchwort? Bildungsreform; Erkenntnistheorie; Instruction; Leadership; Bildung; Erziehung; Führung; Führungslehre; Postmoderne; Bildungsphilosophie; Erziehungsphilosophie; Führungsstil; Bildungspraxis; Scholarships; Stipendium; Kritische Theorie; Educational theory; Theory of education; Bildungstheorie; Lösungsstrategie; Educational method; Erziehungsmethode
Abstract	In this article the author examines the meaning of epistemology in relation to educational leadership. Argued is the position that generalizing the intent and tendencies of modernistic and postmodernistic approaches to educational reform and leadership preparation makes space for a critical pragmatic approach. Critical pragmatists as scholar-practitioners fill this space. The author examines then nature of a critical pragmatic approach to leadership, elaborating in her discussion the nature of scholar-practitioner leadership. It is further argued that through examination of the interconnectedness of scholarship and practice, the critical pragmatist as scholar-practitioner emerges as a connecter of opposing perspectives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10