Abstract
This paper is a critique of the dominant functionalist discourse in authentic leadership theory, which shapes the manner in which we perceive authentic leadership development. As an alternative, I offer adopting dialogical philosophy as a theoretical lens for conceptualizing authentic leadership development. Drawing on various dialogical communication works, I explore how dialogical pedagogy can be used to improve authentic leadership development. I suggest eight components of dialogical pedagogy that can be adopted in authentic leadership development: self-exposure, openmindedness, empathy, care, respect, critical thinking, contact, and mutuality. The advantages, limitations, and implications of dialogical pedagogy for authentic leadership development are then discussed.
| Original language | English |
|---|---|
| Pages (from-to) | 245-264 |
| Number of pages | 20 |
| Journal | Academy of Management Learning and Education |
| Volume | 13 |
| Issue number | 2 |
| DOIs | |
| State | Published - 1 Jun 2014 |
| Externally published | Yes |
All Science Journal Classification (ASJC) codes
- Education
- Organizational Behavior and Human Resource Management