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Apr 18, 2024
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EDCS 7010 - The Social and Cultural Contexts of Leadership
Examines the concept of leadership as perceived and constructed in the United States based on the traditionalist conception of what leadership is and should be universally, that is, the Western canonical paradigm. The existence of leadership outside the Western cultural canon and the discourse that elicits the critical-cultural and social construction of leadership is scarce and, in many instances, noticeably absent. Examines leadership studies first, by investigating the cultural foundations of leadership; second, by investigating the cultural production of leadership and its significance from a social critical theoretical context; and third, vets leadership from a non-traditionalist (non-Western) historical perspective. Leadership and its development is both a social construction grounded in the cultural historical context that produces it; hence, all leadership is inherently critically cultural. Contextually all leadership is a social, cultural, historical construction (thus political) by the nature of who the leader is and what leadership paradigm they employ. Investigates this dynamic and the critical discourse in leadership studies referred to as transformational leadership.
Requisites:
Credit Hours: 4
Repeat/Retake Information: May not be retaken.
Lecture/Lab Hours: 4.0 seminar
Grades: Eligible Grades: A-F,CR,PR,WP,WF,WN,FN,AU,I
Learning Outcomes:
- Students will critically examine the concept of leadership as an innate cultural dynamic in the educative process.
- Students will identify and define the various critical social and cultural paradigms of leadership.
- Students will recognize and identify the contextual socio-cultural forces manifest by the reciprocity of social mores and values as they shape our thinking regarding leadership.
- Students will recognize and identify the political implications of transformational leadership as not only a social, but an historical construction that affects the life process daily.
- Students will understand the implications of alternative and transformational leadership paradigms for educational leadership and practice.
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