Judson, Gillian

Imagination as a catalyst for relational leadership: Educational leaders’ perspectives

Digital Document

This research examines the role of imagination in relational leadership. Specifically, the following question was explored through a case study of a unique offering of an imagination-focused MEd program in Educational Leadership in a large, public research institution in British Columbia, Canada: How do participants understand imagination’s role in leadership after completing a two-year imagination-focused MEd leadership program? The 13 participants—all aspiring and emerging leaders in their professional settings—shared their developing conceptions of leadership, imagination, and the role of imagination in educational leadership. Participants articulated how imagination contributes to understanding themselves as leaders, engaging others with empathy, and building connections. The relational role of imagination was a dominant theme. According to participants, imagination is necessary for forming and enriching relationships, and reciprocally, relationships enhance imagination. Participants indicated how imagination supports their sense of belonging; imagination allowed participants to see themselves as potential leaders, and to feel they belonged “at the leadership table.” According to these preliminary findings, imagination may also create more opportunity in leadership. Overall, imagination emerges in this study as promoting not only relational, but humanizing leadership practices. This research contributes to understandings of relational leadership and highlights directions for future research. It identifies new directions for supporting equity and diversity in educational leadership and has clear implications for leadership education.

Teaching research methods: Assessing the state of the field of research

Digital Document

Presented at the <a href="https://www.aera.net/Events-Meetings/2022-Annual-Meeting">American Educational Research Association (AERA)</a>, 2022 Annual Meeting in San Diego, California as part of a roundtable session entitled 'Instructional Strategies that Support Student Learning.'

Digital Document

The chapter, "Sustainability: An open question" was written by listed authors including Siobhan Ashe (Douglas College Faculty). Sustainable Communities, Sustainable Environments? What is enacted when we engage with these ideas? Sustainability is a term increasingly used to describe the broader purpose and goal for education as we move further into the UN declared Decade of Education for Sustainable Development (UNDESD). This book provides a variety of international perspectives from the traditional elds of science and technology education as teachers (primary through tertiary), teacher educators, and academic researchers engage with this topic. The book provides a collection of new works which will help to describe for educators, what it is we develop, and what it is we sustain when we engage in education for sustainable development (ESD). -- From publisher description.

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