Empowering Agency Despite Poverty: Education Leadership and Ecosystems of Change

Autor/in	Argue, Sarah E.
Titel	Empowering Agency Despite Poverty: Education Leadership and Ecosystems of Change
Quelle	(2022), (135 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Central Arkansas
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4387-5497-8
Schlagwörter	Hochschulschrift; Dissertation; Student Empowerment; Student Welfare; Poverty; Leadership; Influences; Systems Approach; Ecology; Social Change + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Studienberechtigung; Studentenseelsorge; Armut; Führung; Führungsposition; Influence; Einfluss; Einflussfaktor; Systemischer Ansatz; Ökologie; Sozialer Wandel
Abstract	Two articles explore how education leaders influence the education system to empower and enhance the wellbeing of students experiencing poverty. Recognizing that poverty is a wicked problem (Head, 2008) that requires complexification (Joosse & Teisman, 2021), I use the capability approach (Sen, 1990, 1999,2009) extended empowerment dimensions (Kabeer, 1999) to examine how leaders use systems thinking (Stroh, 2015) and ecosystem leadership (Scharmer, 2018) to drive individual and social change. The first article is a conceptual piece that discusses the relationship between four theories: capability approach (Sen, 1999, 2009), empowerment (Kabeer, 1999), complexification (Joosse & Teisman, 2021), and ecosystem leadership (Scharmer, 2018). The second article is a qualitative case study using semi-structured interviews and an open-coding process to investigate education leaders' perception of their education leader system, the education ecosystem, and the responsibility of themselves as education leaders and of the education system as a whole to provide the support necessary to empower students. The conceptual article called for a new approach to education leadership. The qualitative case study found that this new framework was necessary -- education leaders see the potential, seek the opportunity, but fail to operationalize the potential of the education system. Within the education system, leaders recognize education has the potential to create engaged citizens and generate social change. Education leaders see themselves as a part of a system equipped to assist with change. Yet, they reported remaining isolated in their field rather than leading within the ecosystem. There are pockets of promise in education. Education leaders see poverty as a complex problem. They see students as multi-faceted individuals who must be served holistically by the education system. They identify the dimensions of empowerment as goals of their work. They think beyond themselves and see themselves as part of a system. Yet, they continue to call upon those inside the very system that requires disruption to generate social change, rather than the broader network of leaders throughout the ecosystem. The pockets of promise are found in education leaders implementing the community school model and engaging the whole community ecosystem to support and empower students so that they may live well and full lives. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01