HomePublicationsLearning to Lead, Leading to Learn Part 2: Theorizing Practice, Practicing Theory Download Section Introduction Book MenuLearning to Lead, Leading to Learn SectionsPart 1Part 2ChaptersPrefaceCourse Overview Chapter 1Chapter 2Chapter 3Chapter 4Chapter 5Chapter 6Chapter 7Chapter 8Chapter 9Chapter 10Chapter 11Chapter 12Chapter 13Chapter 14Chapter 15Final ClassBook Resources Contributors Playbook Download BookOpen Access PDFdoi.org/10.36284/celelon.oa11ISBN: 978-1-64317-593-5March 20263.2 MBMetrics: 159 views | 35 downloadsISBN: 978-1-64317-592-8March 2026 In Part 2 of Learning to Lead, Leading to Learn: A Collaborative Syllabus for Higher Education Leadership, contributors move from learning through experience to examining the theories that shape leadership practice. Drawing on feminist, Black, queer, rhetorical, and critical frameworks, these chapters explore how leaders make meaning, navigate identity, and work toward institutional transformation. Rather than treating theory as abstract or detached, authors demonstrate how conceptual frameworks actively inform daily decisions, relationships, and change efforts. Together, these chapters invite readers to see leadership not only as a set of practices but as a reflective, values-driven engagement with systems, power, and possibility. In This SectionChapter 10: Learning at the Boundaries: Feminist Invitational Rhetoric and Sensemaking toward Deep Change Elizabeth Wardle Chapter 11: Fugitive Learnings: An Endarkened Feminist Inquiry into Administrative Refusals and Creative Escapes Carmen Kynard Chapter 12: Language and Identity Politics in Leadership: Cultivating Comunidad Candace de León-ZepedaChapter 13: An Imperative for Leadership and Institutional Transformation: Going Back to Code Jonikka CharltonChapter 14: Queering the Administrative Brew: A Possible Impossibility Jonathan Alexander Chapter 15: Personal, Professional Identities, Belonging, and Change: The Process of Becoming Sheila Carter-Tod Final Class Share:
In Part 2 of Learning to Lead, Leading to Learn: A Collaborative Syllabus for Higher Education Leadership, contributors move from learning through experience to examining the theories that shape leadership practice. Drawing on feminist, Black, queer, rhetorical, and critical frameworks, these chapters explore how leaders make meaning, navigate identity, and work toward institutional transformation. Rather than treating theory as abstract or detached, authors demonstrate how conceptual frameworks actively inform daily decisions, relationships, and change efforts. Together, these chapters invite readers to see leadership not only as a set of practices but as a reflective, values-driven engagement with systems, power, and possibility.
