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Ethical leadership interpreted as fostering an appreciative environment in schools in Sweden
Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.ORCID iD: 0000-0002-7952-5111
2011 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

This paper emanates from my thesis (Bergmark, 2009), which explored the school as a site for ethical practice. The research was inspired by life-world phenomenology. A total of 45 teachers and 45 students participated.Teachers’ and students’ experiences of school as a site for ethical practice imply the value of: striving for ethical awareness, building ethical relationships, and encouraging ethical actions. The findings in this thesis suggest that the schools’ mission to integrate ethics into the curriculum can be viewed as a process whereby, together with students in different educational settings, an ethical learning community can be created and sustained.When exploring teachers’ and students’ experiences of school the opportunity for an appreciative attitude emerged. This outlook includes the importance of meeting others where they are, care about them, have faith in their abilities, letting them influence, and encouraging and recognizing them. It is of specific interest to reflect on how the findings from my thesis can be interpreted and affect the preparation and practice of school leaders. One aspect of ethical leadership interpreted as fostering an appreciative environment in schools will be discussed.This paper emanates from my thesis (Bergmark, 2009), which explored the school as a site for ethical practice. The research was inspired by life-world phenomenology. A total of 45 teachers and 45 students participated.Teachers’ and students’ experiences of school as a site for ethical practice imply the value of: striving for ethical awareness, building ethical relationships, and encouraging ethical actions. The findings in this thesis suggest that the schools’ mission to integrate ethics into the curriculum can be viewed as a process whereby, together with students in different educational settings, an ethical learning community can be created and sustained.When exploring teachers’ and students’ experiences of school the opportunity for an appreciative attitude emerged. This outlook includes the importance of meeting others where they are, care about them, have faith in their abilities, letting them influence, and encouraging and recognizing them. It is of specific interest to reflect on how the findings from my thesis can be interpreted and affect the preparation and practice of school leaders. One aspect of ethical leadership interpreted as fostering an appreciative environment in schools will be discussed.

Place, publisher, year, edition, pages
2011.
National Category
Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:ltu:diva-31344Local ID: 58057005-4348-4144-a951-7109f8c487beOAI: oai:DiVA.org:ltu-31344DiVA: diva2:1004578
Conference
UCEA Annual Convention : Forecasting the Future of Leadership Preparation and Practice: Reclaiming Ground through Research, Policy and Politics 17/11/2011 - 20/11/2011
Note
Godkänd; 2011; 20111205 (ulrber)Available from: 2016-09-30 Created: 2016-09-30 Last updated: 2017-11-25Bibliographically approved

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CiteExportLink to record
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Citation style
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