HomePublicationsLearning to Lead, Leading to LearnPart 2 Chapter 10: Learning at the Boundaries: Feminist Invitational Rhetoric and Sensemaking toward Deep Change Download Chapter 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: 978-1-64317-593-5April 20263.2 MBMetrics: 248 views | 61 downloadsISBN: 978-1-64317-592-8April 2026 Elizabeth Wardle Effective leaders work from explicit frameworks that inform their practice. In this chapter, Elizabeth Wardle discusses a framework that has enabled her to navigate as a non-positional leader, developing collaborations and connecting people across existing groups. Wardle’s framework is informed by several key ideas discussed in the chapter: brokering among communities of practice; creating opportunities for sensemaking to create deep change; and extending invitations through lenses shaped by feminist rhetorical theory. Discussion QuestionsEtienne Wenger once said that theories are useful for people because they give a name to something that they already see and that they perceive to be useful. As you consider leadership, what ideas or theories seem most useful, relevant, or salient to you, and why? What aspects of leadership do they help you to name? Have you explicitly thought about our own leadership principles before? If not, how might you seek to name and apply them in your work? Cite this Chapter Wardle, Elizabeth. 2026. “Learning at the Boundaries: Feminist Invitational Rhetoric and Sensemaking toward Deep Change.” In Learning to Lead, Leading to Learn: A Collaborative Syllabus for Higher Education Leadership, edited by Linda Adler-Kassner and Chris W. Gallagher. Elon University Center for Engaged Learning. https://doi.org/10.36284/celelon.oa11.10. Share:
