| 000 | 02583nam a2200205Ia 4500 | ||
|---|---|---|---|
| 003 | NUBLRC | ||
| 008 | 241210s9999 xx 000 0 und d | ||
| 020 | _a978-1-350-26406-9 | ||
| 040 | _cNUBLRC | ||
| 050 | _aGC HD 57.7 .N43 2022 c.1 | ||
| 100 | _aNgara, Emmanuel | ||
| 245 | 0 |
_aLeading to lead for transformation : _ban African perspective on educational leadership / _cEmmanuel Ngara |
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| 260 |
_aLondon : _bBloomsbury Academic, _c2022 |
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| 300 |
_axiii, 235 pages ; _c25cm. |
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| 365 | _b3700 | ||
| 504 | _ainclude appendix, reference and index. | ||
| 505 | _aPart I: Understanding Education and Leadership. 1. Education for Development and Leadership ; 2. What is Leadership? ; 3. Leadership and Educational Leadership Theories -- Part II: Approaches to Leadership. 4. Educating People for Domination ; 5. The Ubuntu Approach to Relationships and Leadership ; 6. Educating People to Serve Servant Leadership -- Part III: Education for Personal Leadership Development. 7. Discovering One's Purpose in Life ; 8. Personal Mastery, Self-Awareness and Leadership Qualities and Habits ; 9. Developing Leadership Intelligences -- Part IV: Education for Transformational Organisational Leadership. 10. Vision and Organisational Leadership ; 11. Strategy as the Roadmap to the Desired State ; 12. Execution as the Key to the Actual Destination -- Part V: Domain Leadership, Success and Value. 13. Educational Leadership, Issues and Principles ; 14. Leadership Development at Meso Level ; 15. A New Globalisatoin and a New Epistemology. | ||
| 520 | _a"Learning to Lead for Transformation takes an international and inclusive approach, exploring learning and educational leadership from different cultural and theoretical perspectives, from Habermas' theory of cognitive interests to Freire's approach to education and Ngara's decolonized epistemology and Ubuntu-based developmental approach. Ngara uses the African tradition of storytelling as well as engaging exercises to explore: The developmental approach to teaching and learning ; The link between the proposed pedagogy and leadership development ; The importance of relevant curriculum content; The importance of approaches based on indigenous knowledge systems or cultural traditions. Each topic is introduced with a 'tuning in exercise' and the reader is guided to reflect on their experiences and understanding throughout the book with discussion points and activities. The book is supported by a companion website hosting additional resources, including lecturer presentations."-- Provided by publisher | ||
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_c5329 _d5329 |
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