DIAMONDS
LEADING WITH CONFIDENT HUMILITY IN THE MIDST OF PARADOX VALUES IN CATHOLIC EDUCATION DEBORAH ROBERTSON SENIOR LECTURER, ACU. Leading for mission and identity
ABSTRACT The aim of this presentation today is to present understandings of paradox values and practices of appropriate leadership in the context of contemporary Catholic schools in Australia.
PARADOX AND VALUES Paradox of value economics. Water / diamonds. Values paradox marketing.
VALUES AND ETHICS LITERATURE - ETHICAL DILEMMAS Tensions, dilemmas and paradoxes Paradoxical lens the paradox turn Theory of paradox From either / or to both / and (Cranston, Ehrich and Kimber, 2005; Duignan, 2012; Gurr and Drysdale, 2012; Lewis, 2000; Luscher and Lewis, 2008; Murphy, 2013; Smith and Lewis, 2011; Watson, 2012)
THE PROJECT Paradox Values and Leadership Practices in Catholic Schools: how leaders address the tensions arising from competing values in daily school life.
THE PROJECT - PURPOSE The purpose of the project is to: 1. Identify and articulate the meaning of paradox values in Australian Catholic schools and how they are enacted in the daily life of the school. 2. Identify and describe leadership practices that are undertaken in Australian Catholic schools to address the tensions that arise from perceptions of paradox values.
THE PROJECT - METHODOLOGY Data collection: semi-structured interviews with school leaders in Catholic schools in Victoria - explore the notion of paradox values identify those values that impact most strongly on the work of these leaders address one set of paradox values and what leadership practices are undertaken to address this paradox in the context of the leader s workplace.
THE PROJECT - METHODOLOGY The interviews are being analysed through frameworks that are being developed from the literature, e.g., Paradoxes of performing Paradoxes of belonging Paradoxes of organizing Lead the way /recede into the background Individual expression / group formation Create unity /emphasize diversity. Change / stability. e.g. Servant / shepherd leadership (Adapted from Luscher and Lewis, 2008.)
THE PROJECT - FINDINGS Does paradox values have meaning for school leaders? - Strong identification with the term.
PARADOX VALUES I m referring to these values all the time (Interview 2) It s very much something that s in our everyday working environment and how we deal with the students, as well as how we deal with parents and staff. (Interview 5)
PARADOX VALUES Enthusiastic and even passionate about engaging in discussion about paradox values. Comfortable with using the language.
JUSTICE / FORGIVENESS The most common paradox values in daily school life. Arose in the context of students, staff and parents. Principals most strongly identified this as an aspect of their work that occupied both their time and emotional energy.
JUSTICE / FORGIVENESS the emphasis is on not the mistakes but the learning that you can make from that. I3. It s really that educational aspect of restorative practices that we re finding that is the most important, is to educate the parents on what a restorative approach is. That paradox between justice and forgiveness in very relevant to the restorative process as well. I5
JUSTICE / FORGIVENESS Scenario: where one child s hurt another one that parents find it very hard to make those connections [to forgiveness] they see the person that s injured their child as, almost, the bad one. Therefore, what s the punishment? Leadership practice: Talk conversation, meetings, phone calls Opportunity to learn about the process restoring the relationship. (Restorative practices).
MISSION AND IDENTITY parents will sometimes say this is a Catholic school, this shouldn t happen well, it is a Catholic school and it s about how we approach dealing with [the problem] that s the difference. (Interview 3) as a Catholic school in particular we look at the sacrament of reconciliation and forgiveness and you link that to good educational practice I3. We talk about the actual philosophy of restorative practice, where it s come from, and how it links in with the characteristics of [the charism of our school] and Catholic education in schools. I5
SUCCESS After many meetings, telephone calls education about restorative practices. So she s now seeing it as the school and me together partnering in making sure this little fellow is growing up to be a strong little man. So that s a wonderful learning. I14
PARADOX VALUES Tradition / Innovation Freedom/ belonging Community / plurality
LEADERSHIP PRACTICES leading by example and skilling myself up wherever necessary the interaction, the talking. I8 everyone is of equal value and everyone s comments are equal I5.
LEADERSHIP PRACTICES key element time and explanation I6. It s a constant struggle but I think transparency and conversations, communication, all those sort of things can help build up that respect and that trust that you have to have when it looks like things aren t being just. I14.
LEADERSHIP PRACTICES witness and example, inclusion of everyone in the process, respectful dialogue and active listening, time, time, time, trust, building of relationships.
CAN YOU SEE THE PENGUIN AND THE RABBIT? Thinking in terms of contradictions and paradoxes are hallmarks of creative thinking. The test of a first-rate intelligence is the ability to hold two opposite ideas in mind at the same time and still retain the ability to function. F. Scott Fitzgerald.
THE SPIRITUAL DIMENSION I am increasingly convinced that all true spirituality has the character of paradox to it, precisely because it is always holding together the whole of reality, which is always Both/And. You and I are living paradoxes, which everybody except ourselves sees. If you can hold and forgive the contradictions within yourself, you can normally do it everywhere else, too. Richard Rohr
SO WHAT? The term paradox values has meaning for Catholic school leaders and prompted intense discussion. Leaders welcomed the opportunity to engage in these conversations thanking me for the opportunity to be involved! The concept provided a basis for discussions within the leadership team beyond the interviews.
SO WHAT? The leadership practices identified are not named as dealing with conflict or making choices in dilemma situations. The practices are about holding the paradox values in relationship and complementarity demonstrating a both / and approach. Embracing paradox. The work of leadership in the midst of paradox values is to educate all those involved to a shared understanding of the paradox values in relation to the Gospel values of the school. In the case of justice / forgiveness, it is about the restoration of relationships.
LEADING WITH CONFIDENT HUMILITY [like the shepherd] I lead from the back. I m never up the front of anything you don t need to be the shining star because getting these others to shine means your leading is strong. I hold powerfully to that saying that the best leader s work is done when the people say we did it ourselves.
QUESTIONS DISCUSSION
CONTACT DETAILS: Dr Deborah Robertson Director of Educational Leadership Australian Catholic University Locked Bag 4115 Fitzroy MDC FITZROY VIC 3065 TELEPHONE: +61 3 9953 3730 MOBILE: +61 4 19939864 EMAIL: deborah.robertson@acu.edu.au