Within contemporary culture, ‘leadership’ is seen in ways that appeal to celebrated societal values and norms. As a result, it is becoming difficult to use the language of leadership without at the same time assuming its essentially positive, intrinsically affirmative nature. Within organizations, routinely referring to bosses as ‘leaders’ has, therefore, become both a symptom and a cause of a deep, largely unexamined new conceptual architecture. This architecture underpins how we think about authority and power at work. Capitalism, and its turbo-charged offspring neo-liberalism, have effectively captured ‘leader’ and ‘leadership’ to serve their own purposes. In other words, organizational leadership today is so often a particular kind of insidious conservativism dressed up in radical adjectives. This book makes visible the work that the language of leadership does in perpetuating fictions that are useful for bosses of work organizations. We do this so that we – and anyone who shares similar discomforts – can make a start in unravelling the fiction. We contend that even if our views are contrary to the vast and powerful leadership industry, our basic arguments rest on things that are plain and evident for all to see. Critical Perspectives on Leadership: The Language of Corporate Power will be key reading for students, academics and practitioners in the disciplines of Leadership, Organizational Studies, Critical Management Studies, Sociology and the related disciplines.

The facilitator's guide brings to life the content of the survey text, Leadership Theory. It offers instructive advice on how to prepare for the use of a critical perspective as well as providing practical resources to translate survey text content to practice. The facilitator's guide consists of: An overview of how to use the guide as well as recommended skills and reflection questions for educators prior to implementing material. Objectives, critical concepts, a chapter overview, and a chapter framework for each chapter from Leadership Theory Lesson plan "walk-throughs" containing 2-3 activities for each chapter of the survey text, with information for learning outcomes, activity setup, and additional notes for facilitation.

'All too frequently leadership is depicted as an unequivocal "good". Lemmergaard and Muhr's excellent collection disabuses us of this misleading view, serving as a timely and salutary reminder that leadership is often emotionally charged, toxic, dysfunctional or downright stupid. This book's critical message should be read and heeded by students and practitioners of leadership alike.' Peter Case, James Cook University, Australia 'The book provides a rich kaleidoscope of critical engagements with leadership in all its complexity and ambiguity. The contributors to this collection do not deny the vital role that leadership can play nor the many ways in which it can affect the emotional dynamics of organizations for good and bad. What they do is to shift thinking away from the comforting but misleading simplicities of toxic leaders and inert followers, offering a welcome tonic to the critical study of leadership. The book will appeal to leadership scholars as well as to students and to reflective practitioners.' Yiannis Gabriel, University of Bath, UK This book offers a critique of the field of leadership studies, focusing on the dynamics between post-heroic leadership and the notion of functional and dysfunctional emotions. Situated in the field of critical leadership studies, the chapters of this book set out to challenge the general assumption that emotionality is the antithesis of rationality. The authors expand upon the existing discussions of leadership emotions and reveal how toxicity and dysfunctionality are not merely simple, negatively coercive, or repressive phenomena, but can also have productive and enabling connotations. The book includes comprehensive overviews of traditional leadership thinking and in addition provides readers with critical reflections on concepts such as ignorance, authenticity, functional stupidity and vanity in leadership. As the book presents a series of critical perspectives on how emotions can be theorized in leadership studies, it is suitable for advanced courses in the subject, as well as being a highly interesting monograph for academics in the field.

This book addresses the significant problems that can arise for pre-service teachers, teachers and school leaders who are unprepared for the complexities of 21st century teaching. It focuses on major factors impacting teacher preparation during an era of significant change, including student learning, academic growth, classroom practice, and the efficacy of teachers. In turn, the book considers crucial aspects that can enhance educational outcomes and investigates questions including what impact the changing nature of teachers’ work has on teacher preparation; how educators can evaluate blended learning; and what impact teachers have on learners. This book provides evidence-based approaches that can be used to achieve a positive impact on education and narrow the gap in contemporary and emerging global topics in education.

Innovation in Environmental Leadership offers innovative approaches to leadership from a post-industrial and ecological vantage point. Chapters in this collection are written by leading scholars and practitioners of environmental leadership from around the globe, and are informed by a variety of critical perspectives, including post-heroic approaches, systems thinking, and the emerging insights of Critical Leadership Studies (CLS). By taking the natural environment seriously as a foundational context for leadership, Innovation in Environmental Leadership offers fresh insights and compelling visions of leadership pertinent to 21st century environmental and social challenges. Concepts and understandings of leadership emerged as part of an extractive industrial system; this work asks its readers to re-think what leadership looks like in an ecologically sustainable biological system. This book provides fresh insights and critical perspectives on the vibrant and growing field of environmental leadership. It shows the latest state of knowledge on the topic and will be of interest both to students at an advanced level, academics and reflective practitioners. It addresses the topics with regard to leadership theory and environmental leadership and will be of interest to researchers, academics, and students in the fields of sustainability, environmental ethics, natural resource management, environmental studies, business management, public policy, and environmental management.

This book is an edited collection of original papers which challenge in a very direct manner the dominant behviourist and functionalist views that have come to entrap those who live, work and conduct research in the areas of educational leadership, and focusing instead on the structures and processes within schools as organisations that frustrate, distort and ultimately stifle educative relationships the writers provide a much needed way of reconceptualising both thought and action in so-called acts of educational leadership.

Higher Education Administration for Social Justice and Equity empowers all administrators in higher education to engage in their work—to make decisions, hire, mentor, budget, create plans, and carry out other day-to-day operations—with a clear commitment to justice, sensitivity to power and privilege, and capacity to facilitate equitable outcomes. Grounding administration for social justice as a matter of daily work, this book translates abstract concepts and theory into the work of hiring, socialization, budgeting, and decision-making. Contributed chapters by renowned scholars and current practitioners examine the way higher education administration is organized, and will help readers both question existing structures and practices, and consider new and different ways of organizing campuses based on equity and social justice. Rich with case studies and pedagogical tools, this book connects theory to practice, and is an invaluable resource for current and aspiring administrators.