**2.4 Transformative learning and pedagogy**

Transformative learning and pedagogy [41], guided by transformative leadership, move beyond mere knowledge acquisition at the cognitive level and include more nuanced learning aspects that include emotions, spirituality, and mindfulness. Transformative learning "changes the way people see themselves and their world. It attempts to explain how their expectations, framed within cultural assumptions and presuppositions, directly influence the meaning they derive from their experiences" [42]. By realizing their agency, students increase awareness and critical reflection. Students become aware of oppressive structures and practices and learn strategic awareness to change these structures and practices through activism and collective change. Seminal educational theories offer valuable insight into how this impactful learning can be achieved. For example, Friere's [8] work provides a practical and theoretical approach to emancipation through education by showing students how to develop an "ontological vocation": "to be a Subject who acts upon and transforms his [sic] world, and in so doing moves toward ever new possibilities of a fuller and richer life individually and collectively" (p. 32). Freire calls for a social transformation, a "demythologizing" of reality, and an awakening of critical consciousness "whereby people perceive the social, political, and economic contradictions of their time and take action against the oppressive elements" ([42], p. 18), through critical reflection and dialog with other learners. With such foundational tenets in mind, transformative leadership and pedagogy include purposeful activities such as cultural autobiographies, narrative inquiry, autoethnography, arts-based and other contemplative forms of expression, prejudice reduction workshops, cross-cultural interviews, intercultural development, educational plunges, diversity panels, reflective analysis journals,

*A New Theoretical Approach to Enacting Transformative Leadership with International Students DOI: http://dx.doi.org/10.5772/intechopen.109355*

and activist training to assist students (and leaders and faculty) in developing their capacity to engage in self-directed learning, critical reflection, experiential learning, and opportunities for learning to learn. These learning opportunities are, essentially, opportunities for identity transformation and becoming "more fully human."

In Hooks' *Education as the Practice of Freedom* [43], she echoes Friere [8] by urging learners to resist "false consciousness" and educators to empower and equip students to interrogate the political implications of racism, sexism, and classism and externally imposed curriculum standards, banking pedagogical approaches, and hierarchical arrangements within educational settings. Transformative leaders and educators become, in essence, educational activists, teaching students to act politically and advocate individually and collectively for themselves and other marginalized groups.

Activism requires Freire's [8] critical consciousness and the means to organize for action reflectively. Students must also develop "a sense of political efficacy and be given practice in social action strategies which teach them how to get power without violence and further exclusion" (p. 149) [44]. Leaders can emphasize opportunities in the curriculum for social action, where students can exercise power to help liberate marginalized groups or individuals.

#### **2.5 Attitudes and behaviors of transformative leaders**

Transformative leaders serve as moral stewards, investing in "reflective analysis and … active intervention" ([45], p. 268) rather than maintaining the status quo. Zammit-Lucia [46] describes the characteristics of "good" leadership in the twentyfirst century era of activism as: "Effective leaders encourage dissent and activism, combining listening skills with the ability to define and live up to a convincing moral and political vision" (para. 8). He admonishes that leadership (of the past) that maintains the status quo typically defers from "science" when faced with conflict, which he describes as "politically expedient, in that it allows groups to justify any decision in scientific terms. However, most often, such a response is a sign of weakness….Science is not equipped to make decisions that are fundamentally moral and political….Effective leaders do not hide behind such transparent veils" (para. 8). In other words, transformative leaders achieve transformation through decisive activism and resistance to change with clear and consistent political and moral goals. In this way, Zammitt-Lucia [46] compellingly argues that "activism …. is a fact of life and needs encouragement in an increasingly complex world. Only leadership that can present a coherent moral and political vision, and act accordingly, will ensure that reasonable opposition will result in constructive dialogue rather than paralysis and the subordination of the common good to narrow interests. Sadly, such leadership seems increasingly uncommon even as the need for it becomes more essential" (para. 13).

We are thus reminded that such leadership and teaching require courage and vulnerability to confront one's biases in an educational community to be authentic and effective [42]. Fullan [47] emphasizes that, "Conflict, if respected, is positively associated with creative breakthroughs under complex, turbulent conditions" (p. 22). Shields and Hesbol [48] note that transformative leaders make it essential: to establish "mutually respectful relationships with students, staff, families, and the community"; to be mindful of each student's race, ethnicity, linguistics, and sociocultural and economic positioning; and to offer learning opportunities that allow the students to flourish. However, Shields and Hesbol [48] discovered in their recent research that "until mindsets change, and both implicit bias and deficit assumptions are overcome,

then equity, inclusion, and social justice will remain illusory" (p. 558). This recognition and the resulting work of mindset change are vital as the foundations upon which transformative learning opportunities can be developed.
