Transformative Leadership Primer

«Transformation has been the goal of many leaders at least since Burns published his classic book Leadership in the 1970s. Carolyn M. Shields, however, asks an important follow-up question: Transformation for what? She critiques the answers found in the education field and distinguishes between the so-called transformational leadership discussed in that literature with an approach she dubs transformative leadership. Transformative leadership puts the promotion of social justice front and center in a leader's thoughts and actions. Shields' book, consequently, is more than an exercise in making linguistic distinctions; it provides unique answers to the what-do-I-do-Monday question for leaders intent on transforming schools and classrooms.»
(Robert Donmoyer, Professor, Leadership Studies, University of San Diego)
«This is a one-of-a-kind educational leadership book: part scholarly essay, part London Review of Books, part autobiographical experiences, and part leadership theory. Professor Carolyn M. Shields describes the ideas contained in Transformative Leadership: A Primer as both a way of life and a way of re-thinking. It weaves history into current events, illustrating each of the eight tenets of transformative leadership. The theory - originally presented in 2012 - calls upon educators to responsibly engage in social change so as to create the pre-conditions for democratic teaching, learning, and leading. With this short text, a primer, Shields has established herself as the first Transformative Public Intellectual in the field of educational leadership. That, of course, is not a title she touts; rather, her humility and generosity as a scholar and teacher are evident on every single page as she credits many, many others for the wisdom she herself has attained and now is sharing with us. See if you agree. Here's one example of her challenging prose: Each time we remain silent, pushing an uncomfortable situation underground, we fail to help students grapple with difficult situations. And we fail to ensure that our schools are inclusive, enjoyable, and socially just places of learning. Moreover, we send the message that people experiencing these situations are somehow not 'normal' We must learn to address uncomfortable situations, and in so doing, to make our schools more accepting and inclusive of diverse perspectives and backgrounds. (p.71)»
(Ira Bogotch, Professor of Educational Leadership, Florida Atlantic University)