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Abstract
How might an arts-informed pedagogy in a leadership development programme work to inspire, create and educate the leaders needed for creating more socially just and inclusive communities? This self-study explores how a post-secondary educator has integrated arts-informed approaches to teaching and learning in a leadership development programme at the University of Victoria, BC, Canada. Theories of arts-informed learning, pedagogical ambiguity and productive practices inform and situate my approach to engaging adult learners in aesthetic processes of reflexivity, emphasising the situated, inter-subjective and contextual nature of socially just knowledge construction. The article outlines five arts-informed pedagogical strategies described as ‘designs for provocation’ to explore how these aesthetic approaches support the development of creative and emergent leaders and commitments to social justice. It concludes by exploring the promise and limitations of the approaches discussed.
Notes
1. Students were contacted via a third party in the Department of Leadership Studies in the fall of 2010 and the summer of 2011. All students enrolled in each of the classes were contacted using known email addresses. Survey results were returned anonymously to the author after all identifying marks were removed.