Self-Study of Complexity Leadership Practice in School-university Partnerships

• In Event: AERA Roundtable Session Wednesday 9:00 am Four Seasons Ballroom 2-3
  In Roundtable Session: Self-Studies Within Higher Education: Missions, Partnerships, and Promotions (Table 9)

Abstract

This paper examines complexity leadership in school-university partnerships through a collaborative self-study of two teacher educators working to bring together different partners, work through tensions, and move from simultaneous renewal to remedy and repair in education systems. Our collaborative self-study of decision-making and action in a hybrid or third space context was designed to inform our own practice, provide structures for supporting educator development, and engage complex systems for teacher education partnerships. Using a complexity leadership model that builds from complexity theory, activity theory and a systems lens for our inquiry, our findings include the importance of decision-making on a case-by-case basis and the need to engage persistent tensions rather than “fix” them to enact practice for “just educational renewal.”

Authors

• Jennifer L. Snow, Boise State University

• Sherry Dismuke, Boise State University