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17 août 2023
- handle: 10670/1.6v3055
- hal: hal-04357272
- doi: 10.1007/978-3-031-24445-2_8
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info:eu-repo/semantics/altIdentifier/doi/10.1007/978-3-031-24445-2_8
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critical leadership studies ethical leadership theory and education relationally ubuntu values-driven leadershipSujets proches
Folk beliefs Traditions Rites of passage Traditions Religious ceremonies Cultus Cult Religious rites Ecclesiastical rites and ceremonies Ceremonies Being Usages Customs, Social Traditions Social customs Folkways Social life and customs Ceremonies World literature Western literature (Western countries) Belles-lettres Urban legends Folk tales Traditions Folk beliefs Folk-lore Traditions Students--Education Children--Education Education of children Schooling Pedagogy Youth--Education Instruction Education, Primitive Human resource developmentCiter ce document
Mar Pérezts et al., « This Time from Africa : Developing a relational approach to values-driven leadership », HAL-SHS : économie et finance, ID : 10.1007/978-3-031-24445-2_8
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Résumé
"The importance of relationality in ethical leadership has been the focus of recent attention in business ethics scholarship. However, this relational component has not been sufficiently theorized from different philosophical perspectives, allowing specific Western philosophical conceptions to dominate the leadership development literature. This paper offers a theoretical analysis of the relational ontology that informs various conceptualizations of selfhood from both African and Western philosophical traditions and unpacks its implications for values-driven leadership. We aim to broaden Western conceptions of leadership development by drawing on twentieth century European philosophy’s insights on relationality, but more importantly, to show how African philosophical traditions precede this literature in its insistence on a relational ontology of the self. To illustrate our theoretical argument, we reflect on an executive education course called values-driven leadership into action, which ran in South Africa, Kenya, and Egypt in 2016, 2017, and 2018. We highlight an African-inspired employment of relationality through its use of the ME-WE-WORLD framework, articulating its theoretical assumptions with embodied experiential learning."