Learning as a Way of Leading: Lessons from the Struggle for Social Justice

This book offers a systematic look at the connections between learning and leading and the use of learning to inspire and organize for change. It explores two interrelated dimensions of learning leadership: the ways leaders themselves learn about leadership practice, and the way leaders foster the learning of those they work with. The book focuses on a number of important leadership activities and adopts a case study approach to illuminate how leaders themselves learn, how they impart knowledge to others, and how they support others in becoming more effective and enduring learners.

Table of Contents:
Preface ix The Authors xxi 1 The Essence of Learning Leadership 1 2 Learning to Be Open to the Contributions of Others 21 3 Learning Critical Reflection 41 4 Learning to Support the Growth of Others 61 5 Learning Collective Leadership 83 6 Learning to Analyze Experience 105 7 Learning to Question 127 8 Learning Democracy 149 9 Learning to Sustain Hope in the Face of Struggle 171 10 Learning to Create Community 191 11 Appraising and Modeling Learning Leadership 213 References 235 Index 243

About the Author :
THE AUTHORS STEPHEN PRESKILL is chair of the Department of Education at Wagner College in New York City. He held the Jane Simmons McKimmon Professorship of Leadership Studies at Peace College in Raleigh, North Carolina. STEPHEN D. BROOKFIELD is Distinguished University Professor at the University of St. Thomas, in Minneapolis, Minnesota. Preskill and Bookfield are the coauthors of Discussion as a Way of Teaching, second edition, from Jossey-Bass.

Review :
“What I like most about this book is the way Preskill and Brookfield model their own ideas about narrative, listening and being open to the contributions of others. They are good story tellers and have the ability to bring the personality and essence of their leaders to the reader. It is both a thought provoking book and a practical guide. It gives models, but urges us to reflect and analyze our own experiences. It is definitely grounded in adult learning principles, and pushes the limits of our current thinking. I will definitely introduce this model, Preskill and Brookfield’s ideas, to my doctoral students this fall. How could I not?” —The National Teaching and Learning Forum