Higham, R;
(2016)
Communication breakdown: How conflict can promote responsible leadership in students.
School Leadership and Management
, 36
(1)
pp. 96-112.
10.1080/13632434.2016.1160213.
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Abstract
This study of an outdoor-based leadership course for teenagers shows how open-ended, difficult group tasks can enable participants to develop ‘dispositions for learning’, which promote ‘responsible leadership’. The latter is defined as responding ethically and uniquely to encounters with difference. Uses of educational psychology often circumscribe ‘challenge’ to avoid risk and promote predictability; a riskier, wilder conception is proposed instead through a ‘pedagogy of challenge’. It is shown that course participants reflected on their most difficult moments, most of which ended in failure and dispute, as their most powerful and memorable learning experiences. Implications for schools and classrooms are considered.
| Type: | Article |
|---|---|
| Title: | Communication breakdown: How conflict can promote responsible leadership in students |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/13632434.2016.1160213 |
| Publisher version: | http://doi.org/10.1080/13632434.2016.1160213 |
| Language: | English |
| Additional information: | © 2016 Informa UK Limited, trading as Taylor & Francis Group. This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Responsible leadership, dispositions for learning, pedagogy of challenge, failure, conflict, dissonance |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1562246 |
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