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The Wounded Leader: How Real Leadership Emerges in Times of Crisisreviewed by Madeline M. Hafner - 2003 Title: The Wounded Leader: How Real Leadership Emerges in Times of Crisis Author(s): Richard H. Ackerman and Pat Maslin-Ostrowski Publisher: Jossey-Bass Publishers, San Francisco ISBN: 0787961108 , Pages: 161, Year: 2002 Search for book at Amazon.com The Wounded Leader: How Real Leadership Emerges in Times of
Crisis (2002), a recently published book by Richard Ackerman
and Pat Maslin-Ostrowski, asks educational leaders to reflect
on personal and profound questions - ones they are not likely
to have been asked in a formal interview or performance
evaluation. Ackerman, co-director of the International
Network of Principals’ Centers and Associate Professor of
education at the University of Massachusetts Lowell Graduate School
of Education, and Maslin-Ostrowski, an Associate Professor of
educational leadership at Florida Atlantic University, have spent
the past seven years asking school leaders about
“wounding” or “crisis” experiences in their
leadership practice, and how they make sense of this wounding in
terms of their personal and professional
lives.
The book’s 12 chapters are separated conceptually into
three main sections: first, an introduction to the
concept of “woundedness,” second, stories of
“wounded” school leaders, and third, an interpretation
of how “woundedness” informs the everyday practice of
school leadership and the preparation of school leaders. The
authors emphasize clearly that the goal of... (preview truncated at 150 words.)To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- Madeline Hafner
University of Utah E-mail Author MADELINE HAFNER is an assistant professor at the University of Utah. Recent publications include
"Moving beyond “good/bad” student accountability measures: Multiple perspectives of accountability" in the Journal of School Leadership with Colleen A. Capper and Maureen W. Keyes, and "The Role of Community in Spiritually Centered Leadership for Justice" - a book chapter with Colleen A. Capper and Maureen W. Keyes in the forthcoming book School as Community: From Promise to Practice edited by Gail Furman-Brown. Her research interests include equity issues across areas of gender, race, and disability labels; leadership for social justice; and spirituality and leadership. She is particularly interested in how feminist and postmodern theoretical frameworks inform the practice of school leadership. Currently she is involved in research projects focusing on the decision making process of women school leaders and the prevalence of white racism in the spirituality and leadership literature.
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