Crisis Leadership in a Time of Conflict From Critical Theory and Humanistic Perspectives (Presenter B)

• In Event: Ukraine-U.S. University Partnership: A Unique Humanitarian Commitment in War Times

Abstract

Purpose
This paper provides real-world examples of research presented at a Ukraine–US annual conference on crisis leadership in times of conflict, focusing on the relevance of critical and humanistic theoretical frameworks. The study is based on the unique Ukraine–US university partnership, exploring how these perspectives offer insights and actionable strategies for educational leadership during crises (Author 2, 2024a, 2024b, in press).
Perspectives
My analysis uses critical theory (Fromm, 1969, 1990; Habermas, 1985; Honneth, 1995, 2007) to critique power dynamics and structural inequalities that develop during conflicts. It also expresses a humanistic perspective, emphasizing recognition, dignity, and well-being. Fromm’s (1969, 1990) views on the human response to freedom are crucial for education leaders in crisis situations. Understanding that fear and uncertainty can drive people toward authoritarianism helps leaders maintain democratic values within educational institutions. Habermas’s (1985) concept of the public sphere is relevant for promoting democratic engagement. Honneth’s (1995, 2007) theory of recognition emphasizes the importance of mutual respect for individual worth. These frameworks provide comprehensive means of examining challenges and potential remedies for educational endeavors during crises.
Inquiry
I employ a synthesis of findings, critically analyzing data from three recent studies on educational leadership during crises and conflict. This research builds on data from qualitative case study, critical analysis, and narrative approaches. Textual and thematic analyses are used to identify key themes and provide insights. This synthesis ensures a comprehensive understanding of leadership strategies, responses, and outcomes in conflict-affected educational settings, highlighting best practices and common challenges faced by school leaders during times of crisis.
Findings
Three key themes are: 1) critical decision-making, 2) creating democratic spaces during crisis, and 3) recognition for post-conflict renewal. School leaders need to emphasize critical thinking, ethical decision-making, and a deeper understanding of human relationships, which are vital in countering authoritarian tendencies and fostering a culture of respect. Education leaders can create spaces for democratic decision-making, ensuring that all voices within the school community are respected. This approach can strengthen democratic educational institutions, fostering resilience in crises by cultivating a sense of community and shared vision. For education leaders, a strong sense of recognition is imperative for creating an environment where all students, staff, and stakeholders are valued and respected. Recognizing diversity, promoting inclusivity, and addressing issues of disrespect are vital actions. Ensuring that the school community feels recognized and supported enhances solidarity and collective resilience.
Scholarly Significance
Insights from the Ukraine–US partnership inform policies and practices that support educational systems in conflict zones, fostering leadership that is responsive and compassionate. This study contributes to educational leadership by highlighting the importance of integrating critical and humanistic approaches in crisis situations. It offers a model for other institutions facing similar challenges and adds to the discourse on the role of international partnerships in promoting educational resilience. In keeping with the AERA theme, this paper underscores the need for research that remedies crisis-based educational disparities, repairs conflict damage, and renews the commitment to just and equitable education during and after crises.

Author

• Charles L. Lowery, Virginia Tech