Finding Growth Zones: Socially Just Leadership Learning, Developmental Readiness, And Zones of Proximal Development. Issue 3 (1st December 2022)

• Record Type: Journal Article
• Authors: Taylor, Joshua K.; Manning‐Ouellette, Amber
• Is Part Of: Journal of leadership studies. Volume 16:Issue 3(2022)
• Page Start: 33
• Page End: 37
• Publication Date: 2022-12-01
• Subjects: Leadership -- Periodicals; Management -- Periodicals; 303.3405
• DOI: 10.1002/jls.21823
• Languages: English
• ISSNs: 1935-2611

Abstract

Abstract : Socially just leadership learning is critical in developing leaders who can lead in equitable and just fashions. However, students can, both knowingly and unknowingly, participate in injustices by perpetuating dominant narratives and systems that marginalize and oppress others (Foste, 2019). Some students may exhibit resistance when engaging in socially just leadership learning (Cooper & Gause, 2007). To navigate resistance, leadership educators need to consider developmental readiness (Avolio, 2016). The authors adapt Vygotsky's (1978) zones of proximal development as a framework for assessing readiness in socially just leadership education, promoting brave spaces and empathy development as a means to expanding student readiness.