New directions for student leadership最新文献

Hip-hop music and culture have existed for decades in the United States. Since the 1970s, five critical elements have been defined as parts of hip-hop culture: the MC (oral), the DJ (aural), graffiti (visual), knowledge (mental), and breakdancing (physical). The existing literature connects each of these forms of hip-hop to the experiences of Black students, frequently examining its role in identity formation, resistance, and educational engagement, thereby demonstrating how it functions as a cultural and intellectual venue for self-expression, empowerment, and leadership development. This study presents three perspectives from leadership educators aiming to foster connection and understanding of the relationship and possibilities of using hip-hop in leadership educational settings.

This article explores the transformative potential of Dungeons & Dragons (D&D) in leadership learning, tracing the game's evolution from the 1980s satanic panic to its current mainstream popularity. We highlight practical applications in educational settings and address critiques related to game mechanics and historical biases. By integrating D&D (or other Tabletop Role-Playing Games) into leadership curricula, practitioners can leverage engaging narratives to cultivate leadership skills and prepare students to navigate complex, real-world scenarios.

This article explores how storytelling and media praxis empower Black, Indigenous, People of Color (BIPOC) students, faculty, and staff in higher education. Through narrative inquiry and critical race theory, the authors explore leadership for liberation, emphasizing the importance of representation, intersectionality, and social justice. Using platforms like podcasts, they advocate for transformative leadership education that dismantles systemic oppression and fosters critical consciousness, collective action, and equity in academic environments.

This article advocates the inclusion of the arts, and specifically, art activism, as a beneficial pedagogical approach to leadership development. Focus is given to using examples of art activism to introduce the student leader activist identity continuum (SLAIC), the exploration of leadership identity, and situating activism as transformative leadership. This article situates art activism as a means of transformative leadership and advocates using activist art to introduce and support movement along the SLAIC.

This article explores the pedagogical considerations of using pop-culture podcasts as an instructional strategy in leadership development. We clarify key concepts, evaluate podcasts as an instructional tool, and provide recommendations and implications for their integration into leadership learning experiences. While an important consideration for educators, more research is needed about the efficacy of this instructional strategy. Nonetheless, podcasts are an important consideration for program architects seeking contemporary connections to leadership learning.

While films are primarily created as a means of amusement, their potential values go beyond entertainment. This article highlights how films can be a useful part of leadership development. We underscore how such development can come in self-study by people, in educational programs, or as part of leadership development in organizations. We discuss how research has found particular films and specific uses to be effective. We cover our own examples of how films can be used in engaging ways to help learning. We then cover how this could fully be used in a class. We then offer major considerations in using films effectively. We conclude by offering some warnings and critiques for using film and how to avoid the challenges they present.

Historically, films and television centered men, but there has recently been a shift toward focusing on women and people of color (and women of color) in leading roles. Films and shows like Black Panther, Barbie, and Ashoka reflect this trend, offering more complex stories and diverse representation. Despite progress, stereotypical gender roles persist in many portrayals, but contemporary films and television shows increasingly challenge these norms. The shift toward intersectional narratives in pop culture encourages broader views of leadership and identity. When popular culture predominantly highlights the stories of (White) men, it perpetuates the belief that leadership is exclusive to them. Addressing the complex challenges of the 21st century and beyond requires a more diverse range of stories that also deserve recognition and inclusion. Leadership educators and practitioners can enhance learning by encouraging observation and using relevant pop culture examples to bridge leadership concepts and theory with lived experiences.

This article explores leadership lessons that can be drawn from popular sport icons. These lessons reveal how athletes leverage their status to drive social change or how they inspire others through performance-based practices that align with effective modern-day leadership skills. We present four cases to illustrate key leadership competencies that can be gleaned from the nuanced ways these popular sport icons operate within and beyond sport. These include adaptability, emotional intelligence and humility, collaboration and inclusivity, and purpose-driven, values-based leadership. Recommendations for pedagogical approaches to leverage these leadership lessons include discussion-based activities, active learning experiences, and creative expression. While acknowledging potential limitations and challenges, we show how the accessibility and resonance of sport icons can be a powerful access point for leadership education and development.

This article applies the critical media concept of organic representation to leadership studies as an analytic of how various creators in popular culture today are not just writing inclusive storytelling but, more notably, modeling new modes of production and self-presentation that are actively challenging hegemonic industry practices and larger cultural ideologies around power, equity, leadership, and success. In conversation with leadership for liberation (see Patterson-Stephens et al. in this issue), I employ an interdisciplinary approach that bridges critical leadership models with critical media analysis to place their aligned perspectives in direct conversation with one another. In pursuant of adding critical media analysis to the leadership studies toolkit, this article applies organic representation to an original analysis of the television series Reservation Dogs and advocates for a critical interrogation of media storytelling, production, and distribution to better understand represented communities also as stakeholders in pop culture narratives.