An Uncertain Tale: Alternative Conceptualizations of Pedagogical Leadership
Abstract
This article draws on the experiences of two
educators to reimagine traditional framings
of pedagogical leadership. In the field of early
childhood education, pedagogical leadership
carries conflicting conceptualizations and is
often associated with an “expert” who will
dictate indicators of quality, suggesting certainty
and fixed ways of practicing. Educators are often
reluctant to take on leadership roles that seem
antithetical to their collaborative caring practices.
In our work together in the Investigating Quality
Project and in using pedagogical narration as a
tool for generating critical dialogue, we explore
alternative images of pedagogical leadership.
Through sharing our stories, we offer a mode
of thinking about pedagogical leadership that
embraces relationality and uncertainty and
invites a culture of dialogue.
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Copyright (c) 2018 Kim Atkinson, Lexie Biegun
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