Documenti di Didattica
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Ariel Ropp
assumptions to a more cohesive philosophy grounded in theory and critical perspectives. John
Dugans Leadership class has not only exposed me to formal leadership theories, but also shown
me how to utilize critical tools of deconstruction and reconstruction to critique and rebuild
theories in more socially just ways. Over time, I have internalized some of these reconstructed
theories and integrated them with my own identities to form a new working definition of
in the medium that feels most true to who I am: a traditional academic paper. In the following
theories and social justice values, and conclude with thoughts for translation to practice.
When I first entered John Dugans Leadership class, my ideas about leadership were
relatively basic and unexamined. For my video project I wrote a definition of leadership that
sounded correct without having a complex idea of what it actually meant: Leadership is a
relational process by which groups of people work collaboratively and creatively toward a
common goal. Leaders are people who use their vision for a better future to inspire others and
build teams to collectively enact positive change. When I wrote that definition I primarily
understood leadership within the context of positional, authority structures. Even though I
intellectually understood that leadership is a process involving groups of people, I focused more
on the individual leader at the expense of the group. In my mind I labeled some individuals as
prototypical leader traits (e.g., assertive, charismatic, inspirational). I also viewed leadership
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happening within systems as more legitimate than movements happening outside of systems, and
largely saw leadership and activism as separate phenomena. In all of these ways, my
and not surprisingly, I felt largely disconnected from these dominant ideas as a female and
introvert.
Fortunately, my understanding of leadership has seen a major shift over the past three
months. Through course readings, assigned videos, and class exercises, I have been challenged
to critique my stocks of knowledge about how leaders should act and begin to re-imagine
leadership in more inclusive ways. Today, I understand that leadership cannot be reduced to a
position or a set of personality traits and management strategies. In a society where social
inequality is embedded in our systems and personal lives, there can be no one size fits all
definition of leadership (Dugan, in press). When discussing ideas about leadership, we run the
risk of perpetuating inequalities if we ignore the role of stocks of knowledge and social location
(i.e., the position a person holds in society based on their social identities, knowledge, and
power). For these reasons, I reject leadership theories that offer simple, digestible descriptions
and prescriptions for leaders without addressing how social identities might influence the ways
in which leadership is enacted and perceived. I also reject false dichotomies between leaders
and followers and believe that theories must actively attend to followers sense of
empowerment, agency, and humanity or else risk treating them as commodities. To create
more equitable and just organizations and communities, leaders must attempt to better distribute
power, moving from a stance of power over or power through to power with others (Dugan, in
press, p. 13). In the following section I will explore how these emerging ideas around power,
agency, and identity connect to leadership theories and social justice values.
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increase ones own power or boost organizational profits it needs to be connected to social
change. Having grown up in a faith tradition that emphasizes social justice, I am drawn to
leadership theories and models that focus on dismantling oppressive systems and improving
peoples lives, such as the social change model and Ospina et al.s framework of strategic social
change leadership. The social change model describes leadership as a collaborative, values-
based process and views a leader as one who is able to effect positive change for the betterment
of others, the community, and society (Cilente, 2009, p. 45). I love how this model does not
limit its definition of leader to those in formal positions, but empowers all people to see
themselves as potential leaders. This model also does a fabulous job of focusing on relationships
between social change agents rather than behaviors of individuals. As someone who identifies as
a female and an introvert and who has held relatively few formal leader positions I feel
emboldened by this models reassurance that I do not have to hold a position or possess certain
stereotypical traits to make a positive difference in this world. Instead, I can focus on doing
work that already feels natural to me: building one-on-one connections within institutions that
Taking these ideas a step further, Ospina et al.s theoretical framework of social change
leadership offers even more concrete ideas of how to make social change a reality. Using data
from over 60 organizations, Ospina et al. (2012) found that social change organizations view the
goal of leadership as less to create an effective organization and more to create collective
capacity to generate effective change (p. 282). I love how this theory highlights tangible,
practical strategies for building collective capacity: disrupting and rebuilding discourse; bridging
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difference and cultivating unity through diversity; and bringing out wisdom that already exists in
communities through storytelling and dialogue. In my own life, I have seen John Dugan apply
these strategies in the Leadership course to great effect. Johns pedagogy is centered on dialogue
course content, connect it to their lived experiences, and increase efficacy in their leadership
abilities. Beyond collective capacity, another aspect of Ospina et al.s theory that resonates with
me is its attention to power specifically, the ways in which social change organizations build
and leverage power. Before taking this class, I associated power with individual greed and ego,
so I appreciate how this theory describes power not so much at the individual level but as more
of a collective activity in service of creating social change outside ones organization. Now, my
understanding of power is more in line with Ospina et al.s vision: converting potential energy
into kinetic energy to achieve long-term change in structures, policies, and thinking.
Translation to Practice
believe the first and perhaps most crucial step is committing myself to ongoing self-reflection. I
need to consider how salient aspects of my social location particularly my gender and age
will be perceived in leadership spaces. At the same time, I must continually recognize my
multiple privileges as a White, able-bodied, cisgendered, highly educated person, and leverage
privileged identities show up or how they buffer me from oppressive systems, I may
inadvertently perpetuate existing structures of inequality. One way to combat such blindness is
to intentionally build connections with individuals and organizations that work for social change.
By having regular dialogues with committed colleagues and attending events by such offices as
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contemporary social justice issues and improve my advocacy skills for marginalized students. In
capacity and ultimately convert into leadership enactment. For me, this will probably never
translate into the charismatic, outgoing type of leadership that I once believed a leader should
possess. As someone who is more comfortable in one-on-one or small group settings, I feel more
efficacious and motivated to engage in leadership activities when the work plays to my strengths,
such as writing proposals, sharing ideas in small groups, and encouraging others who are
engaged in social change efforts. This approach may be less visible but will hopefully still have
are somewhat limited to my assistantship office and close circle of friends, I am also committed
related offices (e.g., Loyolas First and Second Year Advising office, Achieving College Success
office, Career Development Center) and encouraging my coworkers to do the same, we can
utilize these connections to share resources and knowledge for later leveraging on behalf of
marginalized students. This approach reflects the strategy of building collective capacity through
identifying and gathering resources, as described by Ospina et al. (2012). In all, these strategies
represent a more relational approach to leadership that resonates with my identities as a female
and introvert.
Finally, my philosophy of leadership recognizes that social change is not about quick
fixes, huge masses, and charismatic leaders (Boggs, 2012, p. 49). Rather, I believe that change
happens through small daily actions and critical connections with like-minded (and sometimes
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incremental change and require a lifetime commitment. To sustain such a commitment, I will
need to continually identify sources of critical hope in my life and work. For me, critical hope
can take several forms: having a great conversation with an ally/friend; listening to music or
viewing visual art that speaks truth to power; hearing stories of small social justice victories; and
staying engaged in supportive communities. These activities bring me joy and remind me that
social change is possible even though the journey is often quite painful. It will also be important
to remind myself that social change is not about the number of people I help or the type of social
change work I do it is about the quality and the substance of that work (Heifetz & Linsky,
2002). Regardless of what functional area I work in or which students I serve, I need to be open
to the leadership possibilities that confront me, because leadership is ultimately about finding
Conclusion
When this semester began, I largely associated leadership with White dudes in
boardrooms. Today, I view leadership as something that happens when communities work
together to dismantle oppressive systems and create positive change. This growing conception
social justice values, and theoretical understandings. My definition of leadership feels a bit
unfinished to me, but I know this understanding will continue to evolve over time as I engage in
more leadership activities firsthand. Between taking this ELPS 419 course and witnessing the
aftermath of the 2016 national election, I feel more compelled than ever to embrace leadership
References
Boggs, G. L. (2012). The next American revolution: Sustainable activism for the twenty-first
Komives, W. Wagner, & Associates (Eds.), Leadership for a better world: Understanding
the social change model of leadership development (pp. 43- 78). San Francisco, CA:
Jossey-Bass.
Dugan, J. P. (in press). Leadership theory: Cultivating critical perspectives. San Francisco, CA:
Jossey-Bass.
Heifetz, R. A., & Linsky, M. (2002). Leadership on the line: Staying alive through the dangers
Ospina, S. M., Foldy, E. G., El Hadidy, W., Dodge, J., Hofmann-Pinilla, A, & Su, C. (2012).