Abstract

This article reviews the promise of using positionality theory for expanding our knowledge of leadership. Based on a critique of leadership studies that have traditionally maintained a simplistic view of social identities (particularly race and gender), the authors suggest that our understanding of leadership remains partial. Using empirical research results by Adrianna Kezar that examined leadership in a higher education context using a positionality theory framework, the authors describe the benefits of using this framework and the challenges faced by the researchers. The article concludes with a discussion of the implications of reconceptualizing leadership research from a positionality perspective.

pdf

Additional Information

ISSN
2151-7371
Print ISSN
2151-7363
Pages
pp. 163-185
Launched on MUSE
2010-06-10
Open Access
No
Back To Top

This website uses cookies to ensure you get the best experience on our website. Without cookies your experience may not be seamless.