Rethinking leadership education: narrative inquiry and leadership stories

Jonathan Damiani, James Haywood Rolling, Douglas Wieczorek

Research output: Contribution to journalArticlepeer-review

5 Scopus citations


This narrative essay shares observations and insights about how instructors can use creativity, student voice, and personalized learning to create more responsive educational leadership pedagogy. Three stories, as told by a professor and two former students, explore how students’ narratives can naturally inform educational leadership preparation across international borders. We aim to demonstrate how students’ narrative experiences in education can contribute to exisiting discourse and research on effective and innovative pedagogical practice in educational leadership preparation.

Original languageEnglish (US)
Pages (from-to)673-687
Number of pages15
JournalReflective Practice
Issue number5
StatePublished - Sep 3 2017


  • Narrative inquiry
  • educational leadership
  • reflective teaching
  • student voice

ASJC Scopus subject areas

  • Philosophy


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