Leadership Multiplicities before and during the Post-Truth Era
Abstract
:1. Introduction
2. Theoretical Framework
3. The Habitus–Field Duality
3.1. Narrative Variability
3.2. The Habitus
3.3. The Educational Field: Narrative Dynamics
3.4. In the End, It Is All Politics
4. Some Leadership Parallaxes
4.1. Some General Leadership Parallaxes
4.2. Narratives in the Leadership Research Field
5. The Way Forward: Some Suggestions
- (1)
- Creating an educational leadership up to par in dealing effectively with education in this post-truth era will require pertinent actions in education that should be consistent with the dynamics of other realms (e.g., legislation, value systems promoted at the societal level, creating synergies geared to achieve higher-end social values). Households, friends, social networks, and social media have a large impact on the values, assumptions, and perspectives that are entertained by individuals (Bourdieu 2002). Crucial questions to examine will include the following: “what are the potential, and limitations, of education given the current socio-historical system?”, and “what actions may need to be taken to positively direct the shaping of the student by realms other than education” (e.g., social media effects on culture, family, friends, and social networks)?.
- (2)
- The situation that we face today is largely derived from what we had yesterday. Thus, we need to seriously reflect on what values, assumptions, and narratives are promoted by our socio-historical system. We seem surprised by what we have inherited, but we should have known better. Societal outcomes are the result of society’s incentive system (Baumol 1990; Wennekers and Thurik 1999). The post-truth surge of the present times suggests that we have not seriously taken into account an important subset of existing narratives. Consequently, change was too slow, and/or changes already made are in the wrong direction.
- (3)
- Given that the increased retrenchment of nation states and that the corresponding decrease in their social responsibilities has been accompanied by the increased legislative power of corporations, and an increased impact of social media on shaping culture (Mcmahon 2012), nation states ought to bestow greater responsibility on and limit the effects of corporations, in general, and on social media giants, in particular, by, among other actions, regulating the quality of information.
- (4)
- Our most valuable resource is probably the potentiality that could be realized from being engaged in continuous, open, respectful, and well-informed conversations, that is, by conjointly creating narratives. Thus, new venues for conversation and dialogue must be created. It is necessary to instill more politics (Zizek 2006) in a substantive democracy that is practised by psychologically mature individuals with high cultural capital, who may eventually become imbued with brotherly love (Fromm 1956) and open up a huge set of possibilities.
- (5)
- Strategically, it may be healthy and illuminating for educational leaders to reflect on the explicit and implicit value system of education and its most relevant features, according to different players in the educational field. Educational leaders may be surprised by such an exercise. For many educational leaders, it may be enlightening to examine the implications of the ubiquity, and implications of, race privilege, or lack thereof, for social studies (Kendall 2002; Gündemir et al. 2014), the disadvantages accruing from too much emphasis on technology, the effects of grand narratives in teaching history, and the accompanying disrespect and ignorance about the micro-history of minority groups (Cooley 2009) and the petite man (Boje 2001), as well as the implications of considering science as just another language, as just another knowledge, rather than “the knowledge”, or a privileged language (Rorty 1991). As a result of such conversations, we may agree that it is necessary to re-conceptualize how civics, social studies, and history can be rethought to more fully account for historical contingency (Cooley 2009). Educational leaders’ familiarity with discussions about paradigmatic multiplicity will result in a more intelligent, and more interesting, type of learning; that is, a type of learning that is at the cutting edge.
- (6)
- By entertaining multiplicities in educational leadership, we can substantially increase the narrative potentiality that is both realized and realizable, by tapping into what we already have, as well as into the missing connections between the yet-to-become-new and -old ideas, visions, concepts, and theories. Given the state of the field and the implications of such discussions for learning, it may be argued that (top) educational leadership has failed, given the infrequency of profound meso- and meta-level discussions, because educational institutions are the type of societal institutions for which we must have the highest expectations with regard to promoting such deep-level conversations.
- (7)
- There is the need to refocus on what, how, and when to teach. Responding to these questions requires an inclusive democratically developed process involving all the players in the educational field. For instance, considering that it is uncertain which future skills, abilities, and competencies may be required, we may emphasize developing students with strong bases and the ability to adapt quickly and to learn to think. However, the players of the educational field should thoroughly discuss which type of student we may help to develop.
- (8)
- It is necessary to promote critical thinking by deconstructing narratives, translating between them, and creating new ones (Boje 1991, 2001; Clegg et al. 2011) among both educational leaders and students. We will greatly benefit from intelligent and well-informed post-modernist conversations at all educational levels.
- (9)
- It is essential to instill becoming and remaining educated (Cooley 2009) as valuable ideals, and to provide support for these ideals via societal reward systems. Educating about the value of education will have limited effects if it is not accompanied by the proper societal incentive system (Baumol 1990).
- (10)
- Increasing awareness of the incompleteness of knowledge and its never-ending quest, based on the abundance of rationalities, well-informed, quality argumentation, and open inquiry (Morin 1999; Cooley 2009; Drezin and Lincoln 2011) is essential. Similarly, it is important contextualizing learning to grasp the relations between the general and the particular as well as developing strategies for dealing, theoretically and practically, with uncertainty, ambiguity, and the unexpected.
- (11)
- It is essential to integrate diverse fields to grasp the unity and diversity of the human condition (Morin 1999). Developing social solidarity through moral attitudes that will recognize the humanity of the other (Cooley 2009) is necessary.
- (12)
- It is required that education for peace is encouraged, and for the joint development of the individual, society, and the Earth (Morin 1999). Similarly, we need to develop interesting ways in which global citizenship may be taught and realized (Morin 1999; Sloterdijk 2013).
6. Limitations
7. Concluding Remarks
Funding
Conflicts of Interest
References
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Prieto, L. Leadership Multiplicities before and during the Post-Truth Era. Adm. Sci. 2019, 9, 1. https://doi.org/10.3390/admsci9010001
Prieto L. Leadership Multiplicities before and during the Post-Truth Era. Administrative Sciences. 2019; 9(1):1. https://doi.org/10.3390/admsci9010001
Chicago/Turabian StylePrieto, Leonel. 2019. "Leadership Multiplicities before and during the Post-Truth Era" Administrative Sciences 9, no. 1: 1. https://doi.org/10.3390/admsci9010001
APA StylePrieto, L. (2019). Leadership Multiplicities before and during the Post-Truth Era. Administrative Sciences, 9(1), 1. https://doi.org/10.3390/admsci9010001