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文章基本信息

  • 标题:Changes in Student Discourse After a Multicultural Leadership Course: Engaging Difference, Considering Others, Embracing Process, Practicing Resistance
  • 本地全文:下载
  • 作者:Leigh E.Fine
  • 期刊名称:Journal of Leadership Education
  • 电子版ISSN:1552-9045
  • 出版年度:2019
  • 卷号:18
  • 期号:3
  • DOI:10.12806/V18/I3/R6
  • 语种:English
  • 出版社:Association of Leadership Educators
  • 摘要:Inclusive leadership education espouses a generalized set of values that it hopes to impart to students, what Foucault (1978) would call discourse. However, students may choose to embrace, resist, alter, or challenge particular aspects of a class’s discourse. Qualitative analysis compared multicultural leadership course students’ pre-test and post-test responses to a question that asked them to define inclusion. Four changes in narratives emerged: some students 1) exhibited heightened awareness of difference, 2) transitioned away from egocentrism in leadership thinking, 3) expressed more comfort with thinking about inclusion as an concept, and 4) challenged the charge to define inclusion.
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