Authentic leadership praxis for democracy: a narrative inquiry of one state superintendency

Abstract

Narrative inquiry functions to bring about democracy and inclusive environments through the writing and sharing of experience. The purpose of the study was to examine the leadership praxis of Marilyn Howard, state superintendent of public instruction Idaho, 1999–2007, retrospectively and in collaboration with the leader. Utilizing narrative inquiry and the lenses of authentic leadership and gender in leadership, the study revealed understandings of inclusiveness, resiliency and connectedness. Principles were the force for politics in public leadership affecting policy change. Recommendations include incorporating narrative inquiry in leadership preparation to enhance leadership theory and for cultivating self-knowledge essential to leadership development.

Additional information

Notes on contributors

Mary E. Gardiner

Mary E. Gardiner, PhD, is a professor of Educational Leadership, Department of Leadership and Counseling, University of Idaho, Boise 322 E. Front Street, Suite 440, Boise, ID 83702-7369, USA. Email: [email protected]. She has published a chapter in the book Breaking into the all-male club (SUNY Press); has authored books Latino dropouts in rural America (SUNY Press), Coloring outside the lines (SUNY Press), Parent-school collaboration (SUNY Press) and School cultures (Ablex/Praeger); and has researched and written numerous journal articles on the social and cultural dimensions of leadership.

Marilyn Pritchett Howard

Marilyn Pritchett Howard, PhD, Educational Consulting Westat / NAEP Consultant, Boise, ID 83716, USA. Email: [email protected]. She serves on the boards for the National Center for Learning and Citizenship, the Campaign for the Civic Mission for Schools, and in various public and non-profit organizations as chairperson or board member. She also serves as a NAEP ambassador to provide liaison between states and the National Center for Education Statistics (NCES) to guide and evaluate policies as established by the U.S. Department of Education and the National Assessment Governing Board (NAGB).

Penny L. Tenuto

Penny L. Tenuto, PhD, is an assistant professor in the Educational Leadership, Department of Leadership and Counseling, University of Idaho, Boise 322 E. Front Street, Suite 440, Boise, ID 83702-7369, USA. Email: [email protected]. She was a high school administrator who transitioned into higher education. Her areas of research interest include cultivating democratic professional practices in education to advance leadership. She has authored several articles and engaged in school improvement to enhance teaching, learning and leadership in education at all levels.

Alexandre Ilungu-Ibongya Muzaliwa

Alexandre Ilungu-Ibongya Muzaliwa, EdD, is currently an adjunct affiliate faculty in Educational Leadership at Department of Leadership and Counseling, University of Idaho, Boise 322 E. Front Street, Suite 440 Boise, ID 83702-7369, USA. Email: [email protected]. He is also a faculty at the College of Western Idaho. A former school principal, he has taught high school and served as principal in the Democratic Republic of the Congo (DRC). His dissertation (University of Idaho, 2011) was entitled Teaching and leading for diversity and social justice through narrative inquiry in secondary schools. Research interests include diversity, equity, social justice and democracy.