Abstract
Storytelling is one of many instructional strategies used in leadership education with the promise of providing transformative learning through individual and communal meaning-making. In this application manuscript, we offer examples and discussion of how learners identify storytelling in course design and approach, and their perception of its impact in classroom experiences. We present two undergraduate leadership courses at our former respective institutions and reflect on how learner insights about storytelling can inform future course design and delivery. Framing teaching and learning as a relational enterprise, storytelling can facilitate purposeful, inclusive, ethical, and process-oriented learning when used as an instructional strategy. Additionally, our reflection provides leadership educators with a broader view of the responsibilities incurred when using storytelling and offers strategies to build trust and community in classroom spaces.
Citation
GuramatunhuCooper, N.M. and Headrick, J. (2022), "A REFLECTIVE REVIEW OF INSTRUCTOR AND LEARNER STORYTELLING IN LEADERSHIP EDUCATION", Journal of Leadership Education, Vol. 21 No. 4, pp. 1-13. https://doi.org/10.12806/V21/I4/A2
Publisher
:Emerald Publishing Limited
Copyright © 2022, The Journal of Leadership Education
License
This article is published under the Creative Commons Attribution (CC BY 4.0) licence. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this licence may be seen at http://creativecommons.org/licences/by/4.0/