Show simple item record

dc.contributor.authorEdwards, G
dc.contributor.authorHawkins, B
dc.contributor.authorSutherland, N
dc.date.accessioned2021-03-23T08:57:10Z
dc.date.issued2021-02-24
dc.description.abstractThis study uses the archetype of a ‘trickster’ to reflect back on, and hence problematize, the role of the educator/facilitator identity in leadership learning. This is based on the view that a trickster is a permanent resident in liminal spaces and that these liminal spaces play an important role in leadership learning. Our approach was based on the reading of the trickster literature alongside reflective conversations on our own experiences of facilitation of leadership learning, development and education. We suggest that paying attention to the trickster tale draws attention to the romanticization of leadership development and its facilitation as based on a response to crisis that leads to a further enhancement of the leader as a hero. Hence, it also offers ways to problematize leadership learning by uncovering the shadow side of facilitation and underlying power relations. We therefore contribute by showing how, as facilitators, we can use the trickster archetype to think more critically, reflectively and reflexively about our role and practices as educators, in particular, the ethical and power-related issues. In our conclusions, we make recommendations for research, theory and practice and invite other facilitators to share with us their trickster tales.en_GB
dc.identifier.citationPublished online 24 February 2021en_GB
dc.identifier.doi10.1177/1742715021998229
dc.identifier.urihttp://hdl.handle.net/10871/125205
dc.language.isoenen_GB
dc.publisherSAGE Publicationsen_GB
dc.rights© The Author(s) 2021. Open access. This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).en_GB
dc.subjectLeadership learning facilitationen_GB
dc.subjecttricksteren_GB
dc.subjectliminalityen_GB
dc.subjectidentityen_GB
dc.subjectpower and reflectionen_GB
dc.titleProblematizing leadership learning facilitation through a trickster archetype: An investigation into power and identity in liminal spacesen_GB
dc.typeArticleen_GB
dc.date.available2021-03-23T08:57:10Z
dc.identifier.issn1742-7150
dc.descriptionThis is the final version. Available on open access from SAGE Publications via the DOI in this recorden_GB
dc.identifier.journalLeadershipen_GB
dc.rights.urihttps://creativecommons.org/licenses/by/4.0en_GB
rioxxterms.versionVoRen_GB
rioxxterms.licenseref.startdate2021-02-24
rioxxterms.typeJournal Article/Reviewen_GB
refterms.dateFCD2021-03-08T11:39:17Z
refterms.versionFCDAM
refterms.dateFOA2021-03-23T09:00:26Z
refterms.panelCen_GB


Files in this item

This item appears in the following Collection(s)

Show simple item record

© The Author(s) 2021. Open access. This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).
Except where otherwise noted, this item's licence is described as © The Author(s) 2021. Open access. This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).