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Lehigh Preserve Institutional Repository Lehigh Preserve Institutional Repository Educational Leadership Practiced As Both Art And Science: A Narrative And Evocative Autoethnographic Analysis Card, Kelly 2017 Find more at https://preserve.lib.lehigh.edu/ This document is brought to you for free and open access by Lehigh Preserve. It has been accepted for inclusion by an authorized administrator of Lehigh Preserve. For more information, please contact [email protected]. EDUCATIONAL LEADERSHIP PRACTICED AS BOTH ART AND SCIENCE: A NARRATIVE AND EVOCATIVE AUTOETHNOGRAPHIC ANALYSIS By Kelly Card Presented to the Graduate and Research Committee of Lehigh University in candidacy for the degree of Doctor of Education in Educational Leadership Lehigh University 2016 © 2016 by Kelly Allan Card All rights reserved ii Approved and recommended for acceptance as a dissertation in partial fulfillment of the requirements for the degree of Doctor of Education. _________________________ Date Dr. Jill Sperandio ___________ Dissertation Director _________________________ Accepted Date Committee Members Dr. Iveta Silova_____________ Name of committee member Dr. Floyd Beachum__________ Name of committee member Dr. Eugenie Samier__________ Name of committee member iii Acknowledgments The journey to completion of this project had many turns. When I first set out on this degree I was a teacher working in Kuwait, unmarried and single. By the time I finished it, I worked as a principal in South Korea married to my wife Phunee with a child, Kanin. I have much to be grateful for. I especially wish to thank those who have had the most direct impact on this work. Dr. Jill Sperandio for her support during my often contradictory research moves as I attempted to gain some clarity in pursuit of the question. Dr. Sperandio gave me a prod at a time when I had almost wandered too far adrift, and I respect how difficult it is being the face of reality for others. Does Dr. Iveta Silova recall, I wonder, sitting at the mahogany colored bar in Sligo while I shared with her my desire to write creative non-fiction to popular audiences? Her words have always been apt and encouraging. Dr. Eugenie Samier who by a chance encounter and a bundle of serendipities graciously accepted to be on my dissertation committee. Her contributions to this dissertation extend far beyond her involvement on the committee. Dr. Floyd Beachum for responding to the call from a relative stranger and graciously sharing his time and talent to encourage me as I ventured from the traditional research path at Lehigh. Dr. Heewon Chang for generously sharing lunch and coffee with me on a visit to Seoul and sharing some valuable insights. Everyone who appears as a character in this story has also in some way contributed to my life and for these, perhaps unknowing contributions to my story, I also extend thanks. Family, I think, are the ones who contribute the most but are recognized the least. How many hours have I spent at my computer while my wife and son went for walks only to listen to some abstruse blabber from me upon their return? My brother Mike, who enjoys the seventh level of irreality along with me. And, my mother, who has always supported and encouraged this iv work yet endured some uncomplimentary descriptions. In order to get along in life, I have learned to be tolerant of my own vexing qualities and am grateful to everyone who manages to ignore or endure my occasional scruffiness. v Table of Contents Abstract…..1 Chapter 1 – Introduction…..3 Chapter 2 – Conceptual Framework…..11 Introduction…..11 The dual view dynamic in the context of life itself…..13 Jürgen Habermas: System and lifeworld……14 Agnes Heller: Two imaginaries……18 Varela, Thompson and Rosch: Cognition as behavior and experience..20 Carl Jung: The integration of two selves…..22 The dual view dynamic in the context of education…..27 Comparative and international education…..28 Inna Semetsky……31 The dual view dynamic in the context of (educational) leadership…..37 Fenwick English: Re-centering the human…..38 Eugenie Samier: Emergence of the human…..39 Two spiritual orientations to organizational understanding…..41 Educational leadership/management seen from the scientific perspective……44 The comparative international education perspective…..44 The science perspective in organizational studies…..46 Educational leadership/management seen from the art perspective…..47 The comparative international education perspective…..47 The organizational aesthetics perspective…..49 vi Craft as a possible embodiment of both the science and arts of educational leadership…..52 Chapter 3 – Methodology…..56 Introduction…..56 Understanding the world narratively…..56 Autoethnography…..58 The appropriateness of evocative narrative autoethnography…..59 Data collection and representation…..61 Validating data…..67 Producing new perspectives and engaging popular audiences…..70 Introduction to the data…..73 Chapter 4 – Dark way forward…..75 Chapter 5 – No illusions……115 Chapter 6 – Accepting the conditions…..155 Chapter 7 – Between conceptions…..195 Chapter 8 – Breakthroughs…..235 Chapter 9 – Choosing our trance…..275 Chapter 10 – Analysis…..315 Introduction…..315 Dominant themes…..317 Chapter by chapter thematic analysis….317 Chapter 4 – Dark way forward……317 Chapter 5 – No illusions…..318 vii Chapter 6: Adjusting to conditions…..320 Chapter 7: Between conceptions…..321 Chapter 8: Breakthroughs…..322 Chapter 9: Choosing our trance……323 General themes permeating the entire narrative…..326 Cosmetic education and conformity to norms…..326 Care or careless…..327 Institution as wilderness…..328 Judgment in the absence of rules….330 Authenticity…..330 The subconscious…..331 Insider/outsider…..332 Play and leisure…..333 The research question…..334 The context of life itself…..335 Jürgen Habermas…….335 Agnes Heller…..337 Varela, Thompson and Rosch…..338 Carl Jung…..339 Educational theorists…..340 Comparative international education…..340 Inna Semetsky…..342 Educational leadership…..343 viii Fenwick English and Eugenie Samier…..343 Senge, Scharmer, Jaworski, & Flowers……345 Nancy Eggert…..346 The science of comparative studies combined with the art of educational leadership…..348 Organizational science and arts perspective…..349 Effectiveness of evocative narrative autoethnography…..352 Understanding the world narratively…..352 Autoethnography…..355 Validating data and identifying limitations…..360 Worthy topic…..360 Rich rigor…..361 Credibility…..362 Resonance…..363 Significant contribution…..363 Ethics…..364 Meaningful coherence…..365 Chapter 11 – Conclusion…..367 References…..376 ix Abstract As if we live in two worlds, humans face a paradoxical situation. We have two fundamental and conflicting views of how to interpret and respond to reality. In the first and most dominant case we rely on objectively derived data describing the external world. In the second case, we have subjectively derived experience. The field of educational leadership has tended to polarize the two views giving preference to objectivity through strong advocacy of scientific methods, and short shrift to aesthetic methods with almost no effort to balance the two views. The purpose of this basic research is to seek a novel way of understanding the work of educational leadership using both objective and subjective orientations: leadership as both science and art. To observe the interactions between the objective and the subjective worlds, and to meaningfully communicate the findings the methodology needs to match data. The chosen methodology for this purpose is evocative narrative autoethnography, a method that focuses on the researcher (myself) as both instrument and site of study in order to investigate how I negotiate between my inner and outer world encounters. Putting this study in narrative form most closely matches the narrative structure of subjective experience, just as mathematical principals structure the material universe. Finally, I seek to produce a verisimilitude of experience so that the educational leader reading this study may have opportunity to vicariously experience the data and maintain the objective/subjective paradox in the reading. Findings indicate clear evidence of the interplay of objective external conditions interacting with subjective internal conditions in a variety of circumstances. The truth of this condition is understood both intellectually as well as through embodied experience apprehended vicariously. The research has pointed to the value of seeing oneself within the context of the natural world. Balancing the external and internal worlds requires a recognition of the place of 1 nature in our institutions and of the value of illusion as a way of understanding, coping with and enjoying reality. 2 Chapter 1 – Introduction If the reader would indulge me by a brief diversion, I would like to draw attention to a fairly well known image (see figure 1), that of the “Old woman, young girl” available from any Google search which I have included below (“moillusions.com”, 2015). The main point of the picture is the pleasure derived from discovering that from one perspective the picture is an old woman yet from another perspective it is a young lady. The two impressions we have as viewers come from the same image and both interpretations of the image would be valid and justified though contradictory. What is valuable about this image to me is the fact that some people get Figure 1 stuck in one particular view about what they are observing: they either only see an old lady and find it impossible to
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