Storying family experiences in higher education: Surfacing, awakening, and transforming developing leader identity

Maria Cooper, Kiri Gould, Louis J. Gorst
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Abstract

Abstract Storying family experiences provides a means to explore and support leader identity development. The idea of recalling and reflecting on stories about and from families can surface how orientations to lead are learned early on in life. We report on students’ narratives generated during a postgraduate early childhood education leadership course to understand the significance of family storytelling in leader identity development and the awakenings this process encouraged for those involved. Using McCain and Matkin’s (2019) concept of retrospective storytelling, narrative inquiry underpinned our analysis of students’ family-oriented stories and the identification of two themes regarding their orientation to leadership: the influence of families’ hardships, work ethic and selfless actions; and the expectations associated with being the first-born in the family and the assumed responsibilities. Our findings affirm the transformative potential of selecting, telling, and reflecting on family stories to both understand the roots of leadership motivations and develop leader identities. Implications include promoting a narrative-based pedagogy for leadership development that centres on postgraduate students’ retrospective storying of family experiences.
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高等教育中的家庭经历:成长中的领导者身份的浮现、觉醒与转变
摘要讲述家庭经历提供了一种探索和支持领导者身份发展的手段。回忆和反思关于家庭和来自家庭的故事的想法可以揭示如何在人生早期学会引导方向。我们报告了研究生早期儿童教育领导力课程中学生的叙述,以了解家庭故事在领导者身份发展中的重要性,以及这一过程鼓励参与者觉醒。利用McCain和Matkin(2019)的回顾性讲故事概念,叙事探究支持了我们对学生以家庭为导向的故事的分析,并确定了关于他们领导能力的两个主题:家庭苦难、职业道德和无私行为的影响;以及作为家庭中第一个孩子的期望和承担的责任。我们的研究结果肯定了选择、讲述和反思家庭故事的变革潜力,既能理解领导动机的根源,又能发展领导者身份。其影响包括促进以叙事为基础的领导力发展教育法,该教育法以研究生对家庭经历的回顾性故事为中心。
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