Collective leadership: Practice, theory, and praxis

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dc.contributor.authorGuajardo, Miguel A.
dc.date.accessioned2022-04-29T15:01:37Z
dc.date.available2022-04-29T15:01:37Z
dc.date.issued2009-08
dc.description.abstractAn act of leadership is always an act of practical theory. We lead because we hold visions of the world as it ought to be, because of the not yet, because of the potential that we see in ideas and people. Yet, there still exists a perceived binary between leadership theory (in the strong sense) and leadership practice, a binary that divides organizations, classrooms, and the differing bodies of leadership literature. In this Symposium, Duncan Waite and his colleagues discuss the barriers they have faced in bringing theory to the educational leadership classroom, as well as the promise they feel theory holds for more productive, equitable, and humane schooling organizations.
dc.description.departmentCounseling, Leadership, Adult Education, and School Psychology
dc.description.versionThis is the author accepted manuscript version of an article published in the Journal of Leadership Studies.
dc.formatText
dc.format.extent7 pages
dc.format.medium1 file (.pdf)
dc.identifier.citationGuajardo, M. A. (2009). Collective leadership: Practice, theory, and praxis. Journal of Leadership Studies, 3(2), pp. 70–73.
dc.identifier.doihttps://doi.org/10.1002/jls.20113
dc.identifier.urihttps://hdl.handle.net/10877/15700
dc.language.isoen
dc.publisherWiley
dc.sourceJournal of Leadership Studies, 2009, Vol. 3, No. 2, pp. 70-73.
dc.subjecthigher education
dc.subjectacademia
dc.subjectteaching
dc.subjectCounseling, Leadership, Adult Education, and School Psychology
dc.titleCollective leadership: Practice, theory, and praxis
dc.typeArticle

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