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Ecological Sustainability: A Blind Spot in Educational Leadership Learning and Practice

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Abstract:

The purpose of this paper is threefold. First, the paper will present a summary of the AERA 2009 Working Group for Ecological Sustainability in the context of the broader needs and significance of the sustainability imperative. The findings suggest a lack of attention to ecological sustainability in educational leadership at a time when a vast variety of organizations, locally and internationally, are seeking partnerships to find innovative solutions (Palmer, et al., 2004). Second, the paper will present a review of educational leadership literature and the use of the term sustainability. The educational literature primarily uses the term “sustainability” to reference sustainable school reform (Fullan, 2005; Hargreaves & Fink, 2006). Hargreaves & Fink (2006) developed their model of sustainable leadership directly from principles inherent to the ecological sustainability movement. However, both Fullan (2005) and Hargreaves & Fink (2006) make little to no practical reference to the broader implications of the sustainability movement from which they borrowed their ideas. A large body of literature has followed their lead, with at least 657 authors citing either Fullan (2005) or Hargreaves & Fink (2006) according to Google Scholar. We must move the conversation from using ecology and sustainability as a metaphor towards understanding that ecological sustainability has to be a fundamental societal commitment. Furthermore, ecological sustainability integrates and requires economic and social sustainability. Third, the paper will present opportunities for innovative partnerships between organizations working for a more sustainable world and educational leadership practitioners and scholars. “Being a leader for sustainability requires a combination of a deep knowledge of sustainability, the forward thinking and ability to imagine a different future; the interpersonal and networking skills to build strong relationships; and the energy and capability of taking action” (Pepper & Wildly, 2008).
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Name: UCEA Annual Convention
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http://www.ucea.org


Citation:
URL: http://citation.allacademic.com/meta/p378310_index.html
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MLA Citation:

Kensler, Lisa. "Ecological Sustainability: A Blind Spot in Educational Leadership Learning and Practice" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California, <Not Available>. 2014-11-28 <http://citation.allacademic.com/meta/p378310_index.html>

APA Citation:

Kensler, L. A. "Ecological Sustainability: A Blind Spot in Educational Leadership Learning and Practice" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California <Not Available>. 2014-11-28 from http://citation.allacademic.com/meta/p378310_index.html

Publication Type: Symposium Paper
Abstract: The purpose of this paper is threefold. First, the paper will present a summary of the AERA 2009 Working Group for Ecological Sustainability in the context of the broader needs and significance of the sustainability imperative. The findings suggest a lack of attention to ecological sustainability in educational leadership at a time when a vast variety of organizations, locally and internationally, are seeking partnerships to find innovative solutions (Palmer, et al., 2004). Second, the paper will present a review of educational leadership literature and the use of the term sustainability. The educational literature primarily uses the term “sustainability” to reference sustainable school reform (Fullan, 2005; Hargreaves & Fink, 2006). Hargreaves & Fink (2006) developed their model of sustainable leadership directly from principles inherent to the ecological sustainability movement. However, both Fullan (2005) and Hargreaves & Fink (2006) make little to no practical reference to the broader implications of the sustainability movement from which they borrowed their ideas. A large body of literature has followed their lead, with at least 657 authors citing either Fullan (2005) or Hargreaves & Fink (2006) according to Google Scholar. We must move the conversation from using ecology and sustainability as a metaphor towards understanding that ecological sustainability has to be a fundamental societal commitment. Furthermore, ecological sustainability integrates and requires economic and social sustainability. Third, the paper will present opportunities for innovative partnerships between organizations working for a more sustainable world and educational leadership practitioners and scholars. “Being a leader for sustainability requires a combination of a deep knowledge of sustainability, the forward thinking and ability to imagine a different future; the interpersonal and networking skills to build strong relationships; and the energy and capability of taking action” (Pepper & Wildly, 2008).


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