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AUTHOR Beatty, Brenda RuthTITLE Emotional Epistemologies and Educational Leadership: A

Conceptual Framework.PUB DATE 2002-04-00NOTE 52p.; Paper presented at the Annual Meeting of the American

Educational Research Association (New Orleans, LA, April 1-5,2002).

PUB TYPE Reports Research (143) Speeches/Meeting Papers (150)EDRS PRICE EDRS Price MF01/PC03 Plus Postage.DESCRIPTORS *Cognitive Processes; Cognitive Structures; Concept

Formation; Constructivism (Learning); Elementary SecondaryEducation; *Emotional Experience; Emotional Response;*Epistemology; Foreign Countries; *Leadership

IDENTIFIERS Australia; Canada; England; Ireland; New Zealand; UnitedStates

ABSTRACT

This conceptual framework is grounded in the data analysis oftranscribed interviews with 50 Ontario teachers and the text of a 7-monthonline discussion group among 25 principals from England, Ireland, Canada,United States, Australia, and New Zealand. Both methods were employed with thestated purpose of understanding emotional experiences of educationalleadership. A normative professional silence about emotion renders inner-emotional processes largely unacknowledged in the legitimate discourses ofeducational leadership research, theory, and practice. Like cognitiveprocesses, emotional ways of knowing also affect our experience of self, theways we engage with others, our public image, our comfort with ambiguity, ourlevel of need for control, the ways we experience leading and teaching, andour sense of moral community. Cognitive epistemological frameworks haveconceptualized "connection" as important for developing more complex forms ofthinking. This paper proposes that emotional ways of knowing are alsoepistemological. It argues that emotional epistemologies work in ways similarto cognitive processes. In this conception of emotional epistemologies are thethemes of silence, authority, connection, and context that emerged as centralto these teachers' and leaders' emotional meaning-making systems. The modelsuggests that emotional epistemologies can function differently in differentcontexts and become open to transformation and development. (Contains 71references.)(RT)

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EMOTIONAL EPISTEMOLOGIES AND EDUCATIONAL LEADERSHIP:A CONCEPTUAL FRAMEWORK

© Brenda Ruth Beatty, April, 2002

A paper presented at the Annual Meeting of the American Educational ResearchAssociation,

New Orleans, April 1-8, 2002.

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ABSTRACTThis conceptual framework is grounded in the data analysis of transcribed interviews with 50 Ontario teachers andthe text of a seven month online discussion group among 25 principals from England, Ireland, Canada, United Statesof America, Australia and New Zealand. Both methods were employed with the stated purpose of understandingemotional experiences of educational leadership. A normative professional silence about emotion renders inneremotional processes largely unacknowledged in the legitimate discourses of educational leadership research, theoryand practice. Like cognitive processes, emotional ways of knowing also affect our experience of self, the ways weengage with others, our public image, our comfort with ambiguity, our level of need for control, the ways weexperience leading and teaching, and our sense of moral community. Departing from a dominant objectivist view ofknowledge that privileges autonomy, cognitive epistemological frameworks introduced by Perry (1970); Belenky,Clinchy, Goldberger and Tarule (1986); Baxter Magolda (1992) and integrated by Brew (2001), have conceptualized`connection' as important for developing more complex forms of thinking. When these frameworks are consideredtogether, as noted by Brew (2001), shifts in ways of coming to know (Kitchener, 1983) are associated with thechanging role of peers. These cognitive frameworks suggest thinking can be viewed as an epistemologicalprogression characterized as anchored in silence, moving from absolute to relative, through connected, to contextualways of knowing. This paper proposes that emotional ways of knowing are also epistemological. It argues thatemotional epistemologies work in similar ways which can be related to, but are not synonymous with the cognitiveprocesses described by these authors. In this conception of emotional epistemologies, and parallel in some ways tothe patterns in the cognitive frameworks, are the themes of silence, authority, connection and context which emergedas central to these teachers' and leaders' emotional meaning making systems. It is apparent that signals from these`systems' are experienced differently depending on the individual's active engagement with and awareness of them.Conceived of as dynamic interactive processes, rather than developmental stages per se, emotional epistemologies

tn are viewed as interconnected modalities 'within a person's inner and outer streams of experience' (Denzin, 1984:59). Different emotional ways of knowing and being are conceived of as fluid and spiralling and likely to loop back

-44),

and forth according to levels and kinds of emotional awareness and interpersonal engagement. The model suggeststhat emotional epistemologies can function differently in different contexts and become open to transformation anddevelopment, deepening through emotionally integrated experience with self and others. Findings from this researchsuggest that a constructivist recombination of affect with cognition catalyzes collaboratively constructed contextualknowing.

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INTRODUCTION

In the dwelling places of emotion people will be found.- Norman Denzin, 1984: 279)

What is truth? What is authority? To whom do we listen? What counts forme as evidence? How do I know what I know? ... to ask ourselves thesequestions and to reflect on our answers is more than an intellectual exercise,for our basic assumptions about the nature of truth and reality and theorigins of knowledge shape the way we see the world and ourselves asparticipants in it. They affect our definitions of ourselves, the way we interactwith others, our public and private personae, our sense of control over lifeevents, our views of teaching and learning, and our conceptions of morality.(Belenky, Clinchy, Goldberger, Tarule, 1986: 3)

The way we view knowledge and our access to it, shapes and reflects our sense of reality.Assumptions about all knowledge and our relationships to different knowledges, create operatingepistemologies that can shift and change with the situation, shaping and reflecting our view ofourselves and our place in the world. Ever present is a foundational dimension of human mind.We often take for granted, and therefore leave unconsidered, our emotionality or as I call it, ouremotional meaning making system. Yet, emotions

... reference truths, or feelings that are deeply felt by the person truths, that is ,

that touch the heart. In this sense...they lie at the inner core of the moral person....their meanings must be revealed to the self so that the self becomes attached tothem. In this way the person is connected, ...is established through theinterpretations that individuals give to their emotional experiences. Emotionalityconnects the person to society. (Denzin, 1984: 85)

As Hochschild (1983) has argued however, in work settings, 'feeling rules' of thedominant organizational culture, determine what is and is not acceptable emotionally. Theendorsement of a rubric of professionalism that requires one to be and/or seem to be unemotional- as if contrived unemotionality were more rational than integrated emotionality relegates oneof the most powerful meaning making systems of the mind to the role of a pesky interloper(Beatty, 2000). As Boler (1999: 141-142) suggests, "[i]nstitutions are inherently committed tomaintaining silences (e.g., about emotion) and /or proliferating discourses that define emotion bynegation." She argues that it is "institutionalized power relations" that "thwart attempts todevelop emotional epistemologies." Teachers and leaders, who choose to endorse and co-maintain the restrictive feeling rules of the dominant educational culture, are participating in themost powerful self-replicating mechanism in bureaucratic hierarchy. Teachers and leadersexperience their working lives from various emotional epistemological perspectives, whichthereby inevitably shape and reflect their professional relationships with one another. In the endhowever,

The subject's world holds emotion for him [sic]. Emotionality is there to begrasped and engaged, if the subject is so inclined. Emotionality, in all its forms, isa choice he makes. To be or not to be emotional, to lend a bit of self-feeling toone's actions or to withhold feeling, to be overcome by emotion or to hold it incheck, these are choices the person has and makes in everyday life. In these

choices and others like them, individuals shape and determine how they will seethemselves and how they will be seen by others. Emotionality transforms them ina way that no other line of action they might take toward themselves or towardothers can. (Denzin, 1984:60)

When one becomes actively engaged in one's own and others' emotional meaningmaking processes, development of self and others can occur. This kind of connectedness createsemotional peers, who can engage in asymmetrical reciprocity (Young, 1997) which can fosterthe appreciation of multiple perspectives and 'relativist"connected', and 'contextual' ways ofknowing (Gilligan, 1982; Belenky, 1986/1997; Baxter Magolda, 1992). Not only cognitively, butalso emotionally, we make meaning and our emotional meaning making systems createepistemological perspectives from which we experience ourselves and others and co-createreality.

Emotions are not mere cognitive responses to physiological, cultural, or structuralfactors. They are interactive processes best studied as social acts involvinginteractions with self and interactions with others. ... Defining emotion as self-feeling returns the sociology of emotion to the world of lived, interactionalexperience. (61)

When teachers and leaders are

...engaging themselves and others in and through emotionality, they enter into asocial contract with the social order that surrounds them. Through emotionality,sympathy, violence, fellow-feeling, shared emotionality, emotional footings andemotional presentation of self they draw others into their world. The shared worldof emotionality is one where understanding, interpretation, and meaning arelocated.... the tragedy arises when the person fulfills only part of the contractthat is, when he withholds his emotionality from others. ... Herein lies thecardinal significance of emotionality and its study. It lifts ordinary people into andout of themselves in ways that they cannot ordinarily achieve. People, then, mustengage themselves and their emotionality if they are to more meaningfully enterthe affairs of others. They must in a certain sense, work at and take thisemotionality seriously. ..emotionality and its investigation must lie at the heart ofthe human disciplines' for to understand and reflect on how this being calledhuman is, and how it becomes what it is, it is necessary to understand howemotionality as a form of consciousness is lived, experienced, articulated, and feltby persons... .(Denzin, 1984:278)

"People are their emotions (Denzin, 1984:1) ... Emotionality lies at the intersection of the personand society, for all persons are joined to their societies through the self-feelings and emotionsthey feel and experience on a daily basis "(85)

As we look into the "spheres of emotion" we find that they "encircle the core emotionalself-feeling" in what Denzin, (1984:60) calls the "horizon. The self takes on different feelings asit passes through the horizons of a core feeling to the feeling itself." Without examining ouremotions as valuable sources of knowledge, we neglect to understand and appreciate theirepistemological power in our lives. Emotions provide important knowledge about ourselves andour place in the world. As they are accompanied with visceral evidence, we experience them atthe time, as absolute reality (Sartre, 1939/1962). Emotion plays a part in everything we do.

Emotions are not optional (Hede, 2000). For all of these reasons, emotion matters in educationalleadership.

Until very recently, however, matters of emotion have largely been marginalized in themainstream discourse of educational leadership research, theory and practice. As a result,emotional ways of knowing remain underexplored and, in effect, silenced for theirepistemological power in our lives. This is particularly so in the field of educational leadership,where rationalist, behaviourist and cognitivist conceptions of leadership dominate the literature.These conceptions all position leadership as influence (e.g., Leithwood, Jantzi & Steinbach,1999) advocating that administrators should lead transformationally, morally, situationallyand/or as instructional change agents who create learning organizations. Implicitly, however, allof these leadership models are foundationally emotional.

Leaders affect us emotionally. They move us. Some school leaders inspire and some failto do so.

..leadership seems to imply some bond between leader and followers that does nothinge entirely on either expertise or compliance (Pfeffer, 1978:14). Moreover,humans who compel followership owing to their role or position (dictator,martinet, etc.) are criticized for the absence of regard for individual human rightsof choice. Hence leadership seems to involve a kind of interchange or dialecticbetween leaders and followers that bears deeper scrutiny. (Maxcy, 1991)

The 'deeper scrutiny' of the 'bond between leader and followers', this 'interchange or dialectic'involves an examination of relationship and relationships involve emotions. In an exploration ofrelationships we discover the necessity to reposition the emotions within the lexicon ofleadership and organizational discourse.

Starratt (1991) characterizes the traditional teacher administrator relationship as one ofantagonism. He describes a contrastingly constructive teacher administrator relationship as openand trusting. The gap between the normative pattern and that described below, represents a gapin understanding, to which the research that gave rise to the theoretical framework I will presenthere, was a response.

The administrator who is concerned with nurturing the growth of teachers willhave to ensure that teachers experience the relationship with the administrator asone of regard, mutual respect, and honest contact between two persons. Eventhough their traditional organizational roles have conditioned administrators andteachers to an antagonistic relationship, in a school intentionally restructuringitself and concerned about issues of empowerment, it is possible to move toward arelationship based on caring. For relationships of caring to develop, administratorswill initially explore with their teachers those conditions necessary to initiate andmaintain trust, honesty, and open communication. (Starratt, 1991: 196)

On the face of it, Starratt's words ring true. They make common sense. His statements however,are loaded with emotional implications for leaders and for teachers. The emotional implicationsfor teachers and leaders who might accomplish the change from antagonism to mutualcollaboration in the united effort to improve their schools together, provided the focus for thisinquiry. Endeavouring to understand the status quo was the starting place.

Isolating Starratt's proposed key ingredients we find a number of emotionally demandingefforts that would be required of such a leader for change: concern with nurturing the growth ofteachers; the ensurance of relationship with the administrator; regard; mutual respect; and

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honest contact between two persons; in the context of intentional restructuring of school; issuesof empowerment; caring; exploration with teachers; initiating and maintaining trust; honesty;openness of communication. All of these actions on the part of an educational leader who may bebound by a longstanding and well serving cultural tradition of distant contentious relationshipwith her/his teachers would involve emotional shifts. There is no room for antagonism in onewho would be nurturing and open, respectful and trusting, honest and caring. Such changes fromthe antagonistic status quo involve a praxis that is fundamentally, (conceptually and emotionally)different. In order to explore the emotional bases of the existing patterns in teacher leaderrelationships, how they work and how they don't it was necessary to go deeper into theemotional inner spaces of teachers and leaders and to learn more about the emotional qualities ofthe spaces they occupy together, in schools and in each other's minds. This was an essential stepto discovering and developing ways that the pattern may ultimately be changed.

Recent educational leadership research and theorizing has advocated for teacherempowerment in shared decision making (e.g., Malen & Ogawa, 1988; Blase & Blase, 1994;Short & Greer, 1997) and the associated necessity of different, more collaborative relationshipshas been advocated before (e.g., Dunlap & Goldman, 1991). The superior qualities of leaderswho exercise 'power with' their teachers have been documented and described as micro-politicalphenomena by Blase & Anderson (1995), who noted the emotional impact on teachers ofdifferent leadership styles. And many, like Glickman (1993) have recommended the merits ofinstructionally focused leadership, which implicitly involves the emotionally affirming premisethat teachers have valuable expert knowledge and are involved in their own developmentalprocesses. The need for building a different conception of professional culture in schools hasbeen well argued by people like Lieberman, (1996) Hargreaves (1998) and Fullan, (2001).However, despite a well established body of work that has advocated for change, in the field, theteacher leader relationship remains problematic. In addition to the cognitive apprehension ofeach other there are emotional processes of this critical relationship that are worthy of inquiry.

In the past, educational research has considered essentially emotional processes such asteacher satisfaction (e.g., Dinham, 1995), stress of teachers (e.g., Jeffrey & Woods, 1996;Troman, 2000) emotional labour of leaders (Blackmore, 1996) and teacher burnout (Leithwoodet al., 1999). More recently as emotions are being explicitly mentioned in educational leadershipliterature, the notion of emotional intelligence, whereby emotions can be tamed throughcognitive apprehension of them holds the promise of more reflective power and influences.Implicitly, however, emotions are still positioned as detractors and obstacles that can block thereturn to the main road of reason and objectivity (e.g. Southworth, 1998).

An alternative view characterizes emotional experience as inner experience that isvaluable and informative, important to share, generative and potent for creating connections andmaking new meanings together. This is a departure from the image of leaders as merelyinfluential. It is a view to emotionally connected, contextual knowers who support and respecttheir own emotions as much as everyone else's.

In the opening quotation, Belenky et al (1986) draw attention to the fundamental basis oflived experience as epistemological. While their focus is concerned implicitly with cognitiveprocesses, emotional processes too constitute a system of meaning making that works ,epistemologically. Our emotional meaning making systems also affect our sense of what is true,what counts for evidence, where authority is located and our experience of self. They impact theways we engage with others, our public image, our comfort with ambiguity, our level of need forcontrol, the ways we experience leading and teaching, and our sense of moral community. While

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we may temporarily suspend our reasoning, emotions, are not optional Hede (2000). They arealways there in the background and sometimes right up front. If we are to deepen ourunderstanding of human experience, exploring our emotional ways of knowing will be a criticalendeavour.

Finding emotion's place

Recent brain research tells us that reason and emotion, in contrast to their typical characterizationas dichotomized and even warring factions, are more aptly described as different yet connectedaspects of the "seamless blend of thinking and feeling" that is the human mind (Damasio, 1997:xii). Denzin (1984) notes that:

Emotional acts have a lived "realness" that is not doubted. The emotionalexperience, in the form of embodied self-feelings, radiates through the person'sinner and outer streams of experience. (Denzin, 1983: 59).

In effect, our emotional meaning making system tells us much about which we are sure.Emotions strongly influence our sense that we know what we know. Emotions, whileinseparable from cognition, are themselves important ways of knowing, constantly influencingand participating in the ways we make sense of the world and the things about which we come tobelieve that we are certain.

It has been encouraging to see recent work by leading researchers contributing to arepositioning of emotion on the agenda for teaching and leading. Hargreaves, (1998a; 1998b;2000;) has described teaching as emotional practice and argues emotions are political andgeographical. He sees emotions in terms of distance and closeness characterized by severalframes or 'geographies' (Hargreaves, 2001) including cultural, physical, personal, professional,political and moral. His framework is helpful for seeing different ways that people experiencethis emotional distance from each other. According to Hargreaves, physical proximity in timeand space creates and/or interferes with the possibility of relationship. Personal geographies`delineate' closeness and distance and professional geographies define norms of professionalismthat set people apart or open them up to exploring professional issues together. These frames areconceptually interesting. They suggest that there are paradigms that can create or interfere withpredispositions to closeness or distance between people. They are evocative and useful forbeginning to map the emotional territory of people in schools. They identify conceptual landmasses as it were for further exploration.

While Goleman's notion of the emotionally intelligent leader goes a long way tointegrating emotions in a high percentage of what leaders do, still the notion of influence aboveall else remains: "leadership entails exciting people's imaginations and inspiring them to movein a desired direction" (Goleman, 1998:188). Fullan, who earlier noted the importance of hopein leadership, signalled an important danger to focusing on technique: "Because there is no silverbullet, no shortcut to reform, and because techniques devalue and disrespect emotions" (Fullan,1997: 222). In his latest book Fullan (2001) acknowledges the emotional dimension of leadershipas important to relationship building, and endorses emotional intelligence, (Goleman, 2000),arguing that "Effective leaders work on their own and others' emotional development. There isno greater skill needed for sustainable improvement." These are important contributions torelocating emotion's place in the field.

For all of us, however, like any worthwhile endeavour, putting emotions on the agendawill be easier said and written about, than done. I expect that the emotionally integrated practice

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of leadership will require a newfound willingness to entertain alternative understandings ofmind, body, and self, to rationalist views which have dominated the Western world. Even theCartesian 'flight to objectivity' (Bo ler, 1999) can itself be conceived of as an emotional meaningmaking endeavour as the search for certainty is employed in the attempt to stave off the anxietyof an indecipherable and ultimately unpredictable existence.

Review of selections from the leadership literature as explicitly and implicitly emotional

Effective 'emotional leadership', as I conceive of it, and as I have known it, is a profoundly andpersonally demanding endeavour, one that involves separateness, yes, and at the same timeconnection, so as to be able to achieve a 'non anxious presence' (Friedman, 1985). Overarchingethical and moral implications take root in acknowledged, contextualized emotionalconnectedness of separate self and embraced other. However, what we find in the literature isthat empirically, the inner workings of emotion's fully integrated place in the praxis ofeducational leadership remains underexplored. This is still true, despite various excellentdescriptions of their outward manifestations in teacher empowered and teacher disempoweredschool governance (e.g. Bredeson, 1989, 1993; Blase & Blase, 1997; Little, 1993).

As Hargreaves argues,

You can't judge if you can't feel! Consistently dispassionate educators aretherefore highly dysfunctional ones. They deny their feelings as teachers andleaders. When educators and those who affect their lives act as if emotions aren'timportant, the consequences can be disastrous, because they still enter into thingsanyway - but this time by the back door. (Hargreaves, 1997:3)

This stand is consistent with Belenky et al.'s (1986) more general observations that:

The continued injunction against articulating needs, feelings and experiences mustconstrain the development of heart and minds because it is through speaking andlistening that we develop our capacities to talk and to think things through(Belenky et al., 1986: 167)

Many different possibilities emerge when we envision a world in which the silence on emotionhas been broken (Beatty, 2000). The ethical and moral implications of such a social andemotional connection do not return to a denatured rationalized place. What this paper considersis the emotional processes involved in the internally experienced and socially constructedprofessional self and some of the ways that practitioners might reconstruct their professionalselves together in emotionally integrated ways.

Leadership is an integrative activity, a collection of processes whereby the leader, likeeach of the followers, is integral to the consciousness of the organization and the individuals whoco-inhabit it.

The heart of leadership has to do with the mindscapes, or theories of practice, thatleaders develop over time, and with their ability, in light of these theories, toreflect on the situations they face. Reflection, combined with personal vision andan internal system of values, becomes the basis of leadership strategies andactions. If the heart and the head are separated from the hand, then the leaders'actions, decisions and behaviours cannot be understood. (Sergiovanni, 1992:7)

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Yet research into leadership screening and acculturation processes indicate that we teach silenceand denial of self as a valid authority (Marshall and Greenfield, 1987). In the main,"organizations have done far more to stifle leadership than to encourage it" (Bennis, 1989:181).Herein lies the dichotomy of leadership theory and practice. If emotion and cognition areconceived of as separate from each other and their combined influence is thereby detached fromleaders' considerations about their actions and decisions, leadership cannot be integrated orintegrative for the leader her/himself or for those they seek to lead.

Little attention has been paid to what leaders would need in order to support such a visionof leadership. Searching for the common ground among successful leaders in a variety of fields,Bennis (1989: 2) noted that what they had in common was "a passion for the promises of life andthe ability to express themselves fully and freely". However, leaders, especially school leaderswho are hobbled by the pressures for performativity (Ball, 2000) from all sides, are not oftengiven the freedom they need to lead.

Without discretion, school administrators are not free to decide but only to followthe script that someone else provides. Without discretion, in other words, therecan be no leadership. (Sergiovanni, 1992:14)

The passion of self-expression is an emotionally charged endeavour. The leader who is free tolead from an empowered, emotionally integrated self awareness, is in a position to empowerothers, seeing power not as a limited commodity, but rather, as something that is augmented inthe sharing. Marshall (1992: 104), in exploring the potential of the assistant principal role, seesthe need for retraining leaders as critical humanists, who know how to engage the voice ofcritique.

Outside of the mainstream educational leadership literature, some depictions ofleadership acknowledge the value of emotion. Indeed, they offer an explicitly or implicitlydefining role, assisting in interweaving a connectedness with self and other in a transcendentcelebration of possibility. In this view, the emotions are welcomed:

The point is not to be victims of our feelings, jerked this way and that byunresolved emotions, not to be used by our experiences, but to use them and touse them creatively. ... we can each transform our experiences into grist for ourmill. ... Your accumulated experience is the basis for the rest of your life, and thatbase is solid and sound to the degree that you have reflected on it, understood it,and arrived at a workable resolution. (Bennis, 1989: 118)

According to Schein (1985), good leaders manage cultures. In practice, leaders often failto recognize the foundational significance of emotion in school culture and the influence ofemotion on the quality of what goes on there. "The dominant management metaphors aremanaging as machine, an organism [hierarchical images], a marketplace [the presently dominantimage], and a conversation" [which] "originates from an affective bond between organizationalparticipant and is based on their shared meanings embodied in a common language" (Marshall,1992: 57). Cultural meaning making is a shared and emotional endeavour whether weacknowledge this consciously or not. As Hargreaves, (1997) argues, astute leadership involvesreculturing.

Darling Hammond (1997) has suggested that reorganization at a structural level mayprovide the impetus necessary for new collaborations that would improve the learningenvironment for students. However, Hannay and Ross (1997) found that the will among the rankand file to collaborate along new lines was insufficient. Active principal and curriculum leader

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support was essential for success (Siskin, 1997). How does this inform us about the emotions ofleadership? Resistance to change, in leaders particularly, is now a recognized stumbling block toeducational reform (Hannay and Ross, 1997), one which may be fundamentally emotional. Ifemotions are part of the problem perhaps an understanding of leadership emotionality mayprovide some insight into a possible solution.

Recalling that among the leadership categories or models considered by Leithwood, et al.(1999) was the common denominator of "influence," this offers direct support for Greenfield's(1999) observations about a kind of bifurcation point in leadership theory development. Hetakes us back to a large-scale study of leadership in public schools by Gross and Herriott (1965).The purpose of their study was to understand the efficacy of the idea of staff leadership. Theirfinding:

... that the Executive Professional leadership of school principals was positivelyrelated to "staff morale, the professional performance of teachers, and the pupils'learning" (150), marked the beginning of the field's long-term fascination withunderstanding school leadership. This early study was rooted in acontroversyregarding the proper role of the school administrator: to provide routineadministrative support versus to try to influence teachers' performance. The latterorientation, referred to by the researchers as staff leadership, provides theconceptual foundation for most of the studies of school leadership since that time.Indeed, it is doubtful that there is any prescriptive, empirical, or theoreticalwriting since their 1965 study was published that is not grounded, explicitly orimplicitly, in a staff leadership conception of the school administrator's role!(Greenfield, 1999:1)

While acknowledging that each of the variants on this theme may be well intended - such as "constructivist, critical, ethical, educative, environmental, facilitative, institutional, instructional,mora,l political, principle-centered, professional, servant, ... leadership" - Greenfield (1999: 3-4) draws our attention to Burns' (1978:4) later distinction of moral leadership which "emergesfrom, and always returns to, the fundamental wants and needs, aspirations, and values of thefollowers. I mean the kind of leadership that will produce social change that will satisfyfollowers' authentic needs." Whereas "traits, skills, styles, the two-factor theory ... and ...situational... and contingency theory [were] ideas rooted in functionalism, and concerned withideas like efficiency and effectiveness," they positioned leadership as social power. Greenfield(1999: 4) reminds us that in the '70's, contributors like Thom Greenfield introduced the idea that"there are alternative ways to view and think about school organizations, and the idea that softdata of the sort generated by qualitative approaches may bring us closer to understanding themore important realities of school organizations and the meaning of those experiences forparticipants". Bottery's (1992: 5-6) view of schooling that embraces the development of childrenand adults as a primary purpose emerges in Greenfield's argument as the essence of moralleadership.

If schools are to teach the larger connection connections to our ancestors, to thebiosphere, to the cultural heroes of the past, to the agenda of the future they mustbegin with the connections of everyday experience, the connections to our peers,to our extended families, to the cultural dynamic or our neighbourhoods. (Starratt,1996:77)

This notion of connection or connectedness, has been explored by various authors,(Gilligan, 1982; Noddings, 1984; Belenky et al., 1986; Baxter Magolda, 1992) and is given

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meaningful explication by Greenfield (1999): "The [socially] constructed reality is not only aproduct of the immediate social interaction of the participants, but includes as well the livedexperiences of the participants." He offers six specific suggestions for "extending ourunderstanding of the moral leadership concept." Among them is the following:

Study the emotional dimensions of being a school leader, including the high's[sic] and the low's [sic] of leadership, and feelings of anxiety, frustration, anger,as well as the feelings of happiness, satisfaction, and pride, among other passionsof leadership. (25)

James, (2001:11) has discussed anxiety as a critical feature of educational leadership, arguingthat "The containment of anxiety can occur by setting boundaries and structures within andaround phenomena and events, especially those that involve significant change." The need forboundaries may indeed be a response to anxiety. However, the boundaries between people canboth retain and block relationship. Deeply concerning are the boundaries within the self, whichcan divide it.

Emotional dissonance of a divided inauthentic self compromises the ability to decipherthe various inner voices that wrest emotional authority from the self and locate it in effect,outside of the self. Maslow has suggested,

There is a self, and what I have sometimes referred to as "listening to the impulsevoices" means letting the self emerge. Most of us, most of the time (andespecially does this apply to children, young people), listen not to ourselves but toMommy's introjected voice or Daddy's voice or to the voice of the Establishment,of the Elders, of authority, or of tradition (cited in Bennis, 1989: 113).

"Letting the 'self emerge' is the essential task for leaders. It is how one takes the step frombeing to doing in the spirit of expressing, rather than proving" (Bennis, 1989: 113). Leadershipthat is conceived as emergent and connected within individuals through emotionalresponsiveness and understanding, differs paradigmatically from the McDonaldization of theemotions considered as emotional labour (Hochschild, 1983) in an educational context byHartley (2001). It involves the leader's own and others' authentic emotionality as known throughactive collaborative reflection. It is grounded in and it returns to the notion of connectedindividuality that we idealize in democracy.

To begin with, it seems only sensible that in order to extend trust and openness incommunication, the security of the leader is essential.

Becoming a leader of that sort one who opens, rather than occupies, space-requires the same inner journey . . . beyond f e a r and into authentic selfhood, . . .

toward respecting otherness and understanding how connected and resourceful weall are. As those inner qualities deepen, the leader becomes better able to openspaces in which people feel invited to create communities of mutual support, . . .

of collegial discourse . . . more than support. . . they could offer healing for thepain of disconnection from which many faculty suffer these days. (Palmer, 1998:160-61)

A deeper more comprehensive scrutiny of leadership demands a closer look at the leader'srelationship with her/himself as well as the nature of the relationships he or she may experiencewith others. Relationships of all kinds necessarily involve the notion of emotion. The notions ofcare (Noddings, 1984), connection (Gilligan, 1982) community (Sergiovanni, 1992) and

relational leadership (Regan & Brooks, 1995) are interrelated in important, and fundamentallyemotional ways.

Understanding emotions

Emotions are not things but rather, as Denzin (1984) says, they are processes. Lupton concurswith Denzin's location of the emotional self as the interpreter of understanding and experiences,including and especially emotional experiences. Furthermore, she depicts this continuous processas a hermeneutic circle.

Emotions ...are not the outcome of a linear sequence of events and responses, butrather emerge in a hermeneutic circle, in which emotional thoughts merge and runtogether and are responses to previous interpretations, understanding andexperiences. (Lupton, 1998:22)

Lupton's positioning of "emotions , moods and fantasies" as "central to the construction andmaintenance of individual and cultural identifications with specific social relationships,institutions and values" (Lupton, 1998: 29) supports the argument for considering thepsychodynamic bases of such emotionally loaded identifications. I would argue that the powersof acknowledged emotion to alter in transformational ways, the relationships of self to self andself to other, do not lie in wresting rational control of them in ever more efficient ways in orderto subsume them again in the usual rationalist straightjacket. Qualitatively different fromemotional intelligence then, I am exploring the integrated affirmation of shared emotionalmeaning making as a valuable dimension of leadership in connection with others.

Embedded in the powerfully adaptive system that is the emotions of the self, is theprocess whereby one becomes known in association with others. Emotions form the core catalystof personal development and maintain our valued ethics and morals (Margolis, 1998). Denyingemotion denies our access to our ethical moral self-regulatory systems and in de-emotionalizingourselves we invite the tendency to objectify others, which is dangerous and dehumanizing. Inthis view, profound knowledge of self in deep connection with, not in reasoned or relegatedisolation from others, is a continuously emotional accomplishment.

To reposition emotion as reason's complement, within the mainstream of such atraditionally `masculinise and strictly 'hierarchical' enterprise as educational leadership(Blackmore and Kenway, 1993), is to invite Boler's (1999) transcendence of the corruption offemininity and (emotional) subjectivity. As well it challenges us to begin to develop a legitimateplace for the language of emotion in the educational leadership discourse both in and out of theacademy, as we reckon with emerging understandings of the whole of human mind.

Emotions are self-referential (Lupton, 1998) and socially situated (Denzin, 1984). Theyare complex and powerful. Emotional meaning making systems create views of truth andknowledge whether or not they are consciously examined. When emotional meaning making isundertaken with others, the others become our peers, emotional peers, human peers, and changesin the way we experience ourselves and our world can result. Our emotionality is one of ourways of knowing that changes upon examination yet can be seen to develop with the shifting roleof peers. I therefore am arguing that emotions are in effect, epistemological.

Epistemological Frameworks

An integration of developmental frameworks originated by Perry, (1970), Belenky, et al.,(1986;1997), Baxter-Magolda (1992) was accomplished by Brew, (2001) in the context ofmathematical learning. Perry (1970) proposed a hierarchical intellectual epistemological schemethat includes dualism, multiplicity, relativism and commitment. Dualism is an absolutistperspective on knowledge and truth; multiplicity leads to acceptance of multiple perspectives andknowledge become uncertain; relativism rejects absolute truth and invites a consideration ofcontext; and commitment positions meaning making as emanating from within. Belenky et al.,(1986;1997) propose five perspectives about truth, knowledge and authority: silence (no voice);received knowledge (listening to the voice of others); subjective knowing (listening to the innervoice); procedural knowing (connected and separate knowing); and constructed knowledge(integration of separate and connected knowing. Brew (2001) uses Baxter Magolda's (1992)framework as a schema for integrating the earlier perspectives of Perry (1970) and Belenky et al.(1986;1997). She takes Baxter Magolda's absolute knowing' transitional knowing; independentknowing' and contextual knowing, and integrates with these, Belenky et al.'s notion of silence.In all of the abovementioned frameworks, each position is considered as developmentally moreadvanced than the one before it. Baxter Magolda's five "learning domains" characterizeddifferent epistemological outlooks: perception of knowledge; role of the learner; role of peers;role of the teacher; and evaluation.

For the purposes of the framework I am proposing, I am indebted to Brew's (2001) workto integrate key elements of these frameworks. I have adapted some of these concepts in variousways to reflect the findings from the data on emotional experiences of teachers and leaders. Theframework is equally applicable for emotional experiences of members of both groups and hasimplications for the examination of the teacher leader relationship. The transposition fromBrew's integrated framework, which she used to examine the interviews with women returningto study mathematics through an epistemological lens, is shown in comparison to my ownemotional epistemological perspectives in tables 1 through 4.

From the grounded theoretical analysis of my own data, I found silence an important anddefining position with respect to emotion. The tendency for absolute emotional knowing wasclear. And there were signs of transitional, independent and contextual knowing that madeBrew's integrated epistemological composite framework useful for considering emotional waysof knowing. Four of the domains chosen by Baxter Magolda and applied by Brew in the contextof women returning to mathematics were also adaptable for understanding emotionalepistemologies. Baxter Magolda's domains are Perception of knowledge; Role of the learner,Role of the Teacher, Role of Peers. I have adapted these domains in an emotionalepistemological framework as Perception of emotional knowledge; Inner emotional knowing;Emotional role of the 'other', which for teachers would be leaders and for leaders would beteachers in this context; and Experiencing emotional meaning with peers.

The studies

The study of the 50 teachers and 25 leaders was a research project designed to explore theemotions of leadership from the perspectives of leaders and teachers. The intra andintersubjective emotional experiences of teachers and leaders, especially in relationship to eachother, provided the research focus, with a view to achieving a deeper understanding of theprocesses that enhance and obstruct collaboration between leaders and teachers. As emotions are

largely subtextual in the legitimate professional discourse between leaders and teachers, it wasnecessary to create safe spaces for teachers and leaders to reflect upon and describe theiremotional experience of leadership.

So as to gain a broad view of the emotionally significant issues for teachers, a fairly largepurposively stratified sample of teachers, ranging in age, experience, ethnicity, school level andexperience as well as gender balance was used to cast a wide net, to discover some of the overallpatterns in teachers' perceptions of their emotional experiences with leaders1

The leaders' study, which followed that of the teachers could then integrate some of theperspectives of the teachers in its discussion phase, so that leaders could respond to teachers'concerns and offer their own emotional experiences of teachers and others in their working lives.To create the opportunity for self discovery and shared emotional understanding, I used an onlinesetting over a seven month time period,. This allowed the leader group to develop trust andrelationship, and provided the opportunity to observe shifts in their emotional understandingsand meaning making systems.

Findings

When I began the study I had hypothesized that patterns of inner emotional processes amongmembers of both groups could be operating in meaningful ways that might affect theirprofessional relationships with each other, and that evidence of such patterns might contribute toa theoretical understanding of the role of emotions in educational leadership. While I did not atfirst anticipate the idea of developing an emotional epistemological framework, theseepistemological perspectives evolved out of the final analysis phase and grew out of theintegration and reconsideration of all of the key findings from the analysis of both data setstogether. Looking back, however, the idea was certainly quiescent, as different kinds ofemotional understandings (Denzin, 1984) seemed to be operating in both teachers' and leaders'stories.

Various earlier frameworks that had emerged from analyses of these data, had served thepurpose of categorizing kinds of convergence for both groups (i.e., Career, Students, Climate,Organizational procedures, Colleagues and Parents (Beatty, 2001)) provocations, emotionalimpacts, patterns of communication and kinds of connectedness (Beatty, 2002 pending).Comprehensive details of these various analyses appear in other papers. What I present here isthe way the themes of silent, absolute, transitional and connected contextual emotional knowingemerged from these data. Each of the components of the earlier frameworks is distributed withinthis overarching theoretical framework which considers emotional epistemologies as underlyingoperative forces in emotional meaning making patterns that affect and even define relationshipwith self and others.

From the data in my own study, Hargreaves' political, professional and moral frameswere evident, especially in the phenomenon of negative emotion, which was associated mostoften with increased distance and disconnection. However, in addition to differences inpositional power, it was also emotional power each had over the other, and emotional meaningmaking in various contexts that kept teachers and leaders apart and wary of each other. And

The data on which this part of the research is based are drawn from a wider research project called 'The Emotionsof Teaching and Educational Change', funded by the Social Science and Humanities Research Council of Canada asGrant No. 418699 and directed by Dr. Andy Hargreaves.

importantly, shared emotional meaning making had brought them together. Beneath professionaldistance, I have found that professional silence about emotion and breaking of such silence aredynamic processes that are associated with connection and disconnection between teachers andleaders and within themselves. Regardless of the context, in the conscious examination of theself's emotional experience and in the changing role of peers who become collaborators inreflection and shared emotional meaning making, barriers and distances can be overcome.Conversely, in the absence of emotional understanding that is characterized by a lack of sharedemotional meaning making, these barriers and distances are maintained and can even increase.This connectedness can occur or not, and often does, or does not, irrespective of factors such asphysical proximity or personal delineations, moral purpose, political power, professionalseparateness or collegiality. As Cole (1991) and Hargreaves (1991) have noted, relationshipsamong educators are often contrived even if they are superficially friendly (Hargreaves, 2001).In part, this conceptual framework assists in the examination of the underlying emotionalphenomena associated with the apparent contrivedness of interactions between leaders andteachers.

Development of emotional epistemology concept

In the course of this research I began to think about the process of emotional meaning making asrelated to but potentially distinct from the usual cognitive psychological constructs. This hasultimately begged the question of how conceptions of emotional knowledge and emotionalknowledge making could be considered as epistemological. I have discerned a definiteprogression, albeit not necessarily developmental in the Piagetian sense in terms of 'no-return'stages, but as a progression of modalities, evolving one into another, and sometimes revertingback into the root or anchoring point of silence. I decided to review some earlier research intoepistemological developmental frameworks, which brought me to Perry, (1970), Belenky et al.(1986/1997), Baxter Magolda (1992), and Brew, (2001).

The integrated framework that I propose is then, a transposition of cognitivedevelopmental stages with respect to the nature of knowledge and truth into the context of innerprocesses of emotional meaning making or emotional epistemologies. As emotions are sopowerful, and seem to have completely different effects, depending on whether one engages inexamining, considering, reflecting and sharing one's emotional understandings with others ornot, I am arguing that habitual patterns in emotional meaning making create emotionalepistemologies which are likely to be operating in the background all of the time. I am theorizingthat this is so, as outlined in the following discussion and compiled in the following Tables.What I also found was the power of professional silence to interfere with and even to stifleemotional understanding. The 'silence' of emotional meaning making, shapes and reflectsrelationships both with self and other. This is the extreme, and a place from which to begin todocument the progression I have found. I also had the sense that the core self might be more orless or in various ways, connected with one's professional self Furthermore, on the strength ofDenzin's (1984) argument that emotions are essentially self-feelings that occur in a dynamicprocess or stream of experience of the socially situated self, the context of teaching and leadingin schools was a fascinating place to observe some of the intricacies of these interconnectedphenomena.

Applying the emotional epistemological framework

I will begin and end my presentation of findings in the context of the epistemological framework,by telling you the good news. From my research it is apparent that what makes the difference inthe level of connectedness in professional relationship lies in the person's experience ofemotional meaning making and this endeavour's transformational power to alter relationships. Inshared emotional meaning making the self discovers the importance of relativist meaning makingin a de facto fashion, through reflection upon multiple interpretations of the person's ownemotional experiences. When an individual moves from unexamined to examined emotional self,in the process of examining emotional self, of and with others, emotional ways of knowingbecome open to change. The emotional self begins forming and reforming in a more fluid, open,enlivened, engaged storying and restorying of self This process is depicted at figure 1.

Findings from these data show that there is a progression, envisioned theoretically asmoving from one emotional epistemological modality to another. This progression moves fromsilence to absolute emotional knowing to transitional relativism, which can revert to absolutism,or, with deepened experience, can evolve into resilient relativist emotionally connected andcontextualized knowing of self and other. I do not position each stage as developmentallydistinct from the others, and Belenky et al. were reticent to do this either. Teachers and leadersshowed signs of experiencing emotions from the various positions represented in the framework.At the end of this section I provide composite tables, which depict my theoretical adaptation ofBrew's integrated framework (derived from Perry, (1970) Belenky et al.'s (1986/1997) notion ofsilence and Baxter Magolda's domains of learning). These tables include descriptions of theemotional epistemological perspectives in brief and verbatim exemplars from the teacher andleader data sets. Before presenting each table, I briefly describe some of the characteristics ofeach modality.

Silence:

Like Belenky et al. (1997: 24) I view silence as an important anchoring point for theepistemological model because it represents "an extreme denial of self and dependence onexternal authority for direction". Silencing of emotional self is a reference point from which toview the other emotional ways of knowing. Unrecognized emotional self-feelings, and formal,detached and impersonal relations with others characterize this first modality. Even if one issomewhat aware of inner feelings, the appropriateness of feelings is determined by externalauthority of the culture and the expectations for feeling rules within one's role. In effect,emotional authority remains outside the self, and emotional meaning making is not easilyaccessible since layers within the horizon of emotional experience (Denzin, 1984) remainpartitioned off from one another. The habit of emotional silencing is self-perpetuating. It is ahabit of the emotional mind.

One of the critical distinguishing features among the stages in Belenky et al.'s view was thenotion of authority of knowledge. Silenced selves saw authority for knowledge outsidethemselves in her research. Silence emerged as a theme in both the teacher interviews and onlineleaders' discussion of emotions. Evidence of an emotional authority external to the self thatdetermined what they should and should not feel and show, was strongly represented in theteacher stories. Their awareness of and emotional response to the dominant 'feeling rules' thatdefined professional as unemotional was clear as they spoke of feelings they did not express, andconversations they did not have, in deference to the ethic of professionalism.

Tab

le 1

. Sile

nce

Syno

psis

of

the

epis

tem

olog

ical

pers

pect

ives

2Sy

nops

is o

f th

e em

otio

nal

epis

tem

olog

ical

per

spec

tives

Prop

osed

indi

cato

rs f

or th

eem

otio

nal e

pist

emol

ogic

alpe

rspe

ctiv

es in

the

cont

ext o

fle

adin

g an

d te

achi

ng

Inte

rvie

w e

xcer

pts

from

teac

her

inte

rvie

ws

that

res

onat

e w

ith th

eem

otio

nal e

pist

emol

ogic

alpe

rspe

ctiv

es

Exc

erpt

s fr

om o

nlin

e le

ader

disc

ussi

on f

orum

with

the

epis

tem

olog

ical

per

spec

tives

Perc

eptio

n of

kno

wle

dge

Und

erst

andi

ng k

now

ledg

e is

not

poss

ible

nor

impo

rtan

t (28

)*

Und

evel

oped

cap

acity

for

repr

esen

tatio

nal t

houg

ht (

25)

Perc

eptio

n of

em

otio

nal

know

ledg

eE

mot

ion

and

self

-fee

lings

(Den

zin,

198

4) r

emai

n la

rgel

yun

exam

ined

.E

xper

ienc

ing

emot

ion

is n

otco

nsid

ered

/und

erst

ood/

valu

ed/

shar

ed.

Met

a-em

otio

nal c

hain

rea

ctio

nssu

ch a

s sh

ame,

ang

er a

nd b

lam

e(S

chef

f R

etzi

nger

, 200

1) r

emai

npo

wer

ful

Rep

rese

ntat

ion

of e

mot

ion

asm

eani

ngfu

l rem

ains

unu

sed

as a

way

of

know

ing

Dep

ende

nce

on 'b

lind'

feel

ing

rule

fol

low

ing,

and

impe

rativ

e to

pro

ject

sel

f-im

age

as 'r

atio

nal'

'obj

ectiv

e' c

erta

in a

ndim

pers

onal

Dis

com

fort

with

em

otio

nal

mea

ning

mak

ing

even

thou

gh e

mot

ions

rem

ain

pow

erfu

l and

infl

uent

ial t

oex

peri

ence

of

self

wor

than

d be

long

ing.

[I]

felt

they

use

d th

at c

omm

ent a

sa

just

ific

atio

n....

I d

on't

thin

kth

at w

as th

e is

sue

at a

ll. ..

. My

feel

ing

is th

at y

ou w

ant t

o ha

vead

min

istr

ativ

e pp

eopl

e w

ho a

reeo

pst

rong

stu

dent

ori

ente

d pe

ople

....

I di

dn't

say

anyt

hing

.... I

sai

d. "tha

t's f

ine"

. I w

ill n

ever

app

lyfo

r a

lead

ersh

ip r

ole

agai

n.

I kn

ow th

e va

lue

of n

ot s

ayin

g al

lth

at c

ould

be

said

. Any

em

otio

nor

sid

e-ta

king

, or

emot

iona

lsu

ppor

t can

be

mis

cons

true

d. A

cold

, log

ical

lega

listic

line

is th

esa

fest

. It i

s no

t nat

ural

for

me.

The

fea

r of

loss

of

cont

rol i

s an

emot

iona

l det

erre

nt to

me.

Bei

ng p

erso

nally

invo

lved

and

show

ing

emot

ions

is c

ount

er-

prod

uctiv

e in

my

expe

rien

ce,

focu

ssin

g on

the

rela

tions

hip

with

me

rath

er th

an th

epr

ofes

sion

al is

sues

Rol

e of

the

lear

ner

Feel

dea

f an

d du

mb.

Tro

uble

talk

ing

due

to f

ear

ofbe

ing

puni

shed

or

ridi

cule

d (2

3,24

)

Har

sh s

choo

l exp

erie

nces

(23

)

Lac

k of

dia

logu

e w

ith th

e se

lf(2

4, 3

1)

"Try

ing

to k

now

why

is n

otth

ough

t to

be ..

.pos

sibl

e or

impo

rtan

t" (

28)

"Fee

ling

cut o

ff f

rom

all

inte

rnal

and

exte

rnal

sou

rces

of

inte

llige

nce

... s

ee s

elf

asre

mar

kabl

y po

wer

less

and

depe

nden

t on

othe

rs f

orsu

rviv

al."

(28)

"Una

ble

to b

ring

the

who

le s

elf

into

vie

w"

(32)

Inne

r em

otio

nal k

now

ing

Una

ble

or u

nwill

ing

to r

ead

emot

ions

, una

ble

to s

peak

abo

utem

otio

ns o

r nu

mb

to e

mot

ion

Ret

icen

ce to

talk

abo

ut e

mot

ion

due

to f

ear

of r

ecei

ving

dis

-ap

prov

al f

or b

reak

ing

feel

ing

rule

s (H

ochs

child

, 198

3)(a

ntic

ipat

ion

of s

ham

e re

spon

se,

Sche

ff, R

etzi

nger

, 200

1)L

ack

of d

ialo

gue

with

the

self

abou

t em

otio

nal e

xper

ienc

eSt

rict

res

trai

nt o

f in

quir

y an

dch

alle

nge

of a

utho

rityty

inte

rnal

ized

as

emot

iona

llyda

nger

ous

Ant

icip

ated

or

rem

embe

red

hars

h ex

peri

ence

s of

rev

ealin

gem

otio

ns c

reat

e ex

pect

atio

ns o

fne

gativ

e re

sult

and

part

ition

off

the

emot

iona

l cor

e se

lf-f

eelin

gs.

Em

otio

nal n

umbn

ess

and

supp

ress

ion

beco

me

habi

tual

.

Dis

play

of

emot

ion

and

talk

abo

ut e

mot

ion

crea

tes

anxi

ety

and

fear

of

loss

of

cont

rol.

Ass

ocia

ted

with

inte

rnal

sel

f de

prec

atin

gvo

ice

that

is a

rem

inde

rth

at p

rofe

ssio

nal i

sun

emot

iona

l. U

nabl

e or

unw

illin

g to

exp

lain

how

pers

on is

fee

ling

or h

owfe

elin

gs d

evel

oped

.'F

eelin

g ru

les'

def

ine

feel

ings

and

par

ticul

arly

disp

lay.

Non

- c

onfo

rmin

gng

feel

ings

are

rej

ecte

d or

deni

ed.

Dif

ficu

lty f

indi

ng w

ords

tode

scri

be e

mot

iona

lex

peri

ence

in th

e co

ntex

tof

inte

ract

ions

with

the

othe

r.

I w

ould

not

say

to th

ead

min

istr

ator

that

I d

on't

thin

kth

at w

as ju

stif

ied.

And

that

Ith

ough

t it w

as a

ver

y un

fair

com

men

t.

I w

ill a

lway

s su

ppor

tad

min

istr

atio

n in

any

dec

isio

nth

at th

ey w

ant t

o m

ake.

If

adm

inis

trat

ion

says

, "th

is is

wha

tyo

u ar

e go

ing

to d

o", t

hen

I w

illsa

y, "

fine

, tha

t is

wha

t I w

ill d

o".

I m

ay n

ot a

lway

s ag

ree

with

itbu

t I w

ill f

ind

that

it is

som

ethi

ngI

will

car

ry th

roug

h.

one

of th

e fe

ars

of le

ader

ship

isex

posi

ng to

o m

any

wea

knes

ses.

I ha

ve b

een

desc

ribe

d as

nee

ding

to b

e in

cha

rge,

not

liki

ngch

ange

s. T

his

is tr

ue to

som

ede

gree

. ...

Wha

t is

unco

mfo

rtab

le is

not

kno

win

g.

lead

ers

are

in a

no

win

situ

atio

n...

peo

ple

resp

ond

to y

ou f

rom

thei

r ow

n ex

peri

ence

s of

lead

ersh

ip in

the

last

edu

catio

nal

setti

ng th

ey w

ere

in, a

nd th

is is

ofte

n tr

appe

d "i

n th

eir

emot

ions

of h

ow th

ey in

tera

cted

with

the

scho

ol p

rinc

ipal

whe

n th

ey w

ere

at s

choo

l!"

I be

lieve

they

take

this

"em

otio

nal f

ear"

... a

ndw

eave

it a

roun

d an

imag

e of

pow

er, w

hich

man

y pe

rcei

ved

asa

child

, and

oft

en d

ump

this

on

the

educ

atio

nal l

eade

r th

ey m

eet

as a

sta

ff m

embe

r.

2C

onte

nts

of th

is c

olum

n in

Tab

les

1- 4

wer

e de

rive

d fr

om B

rew

(20

01),

(w

ho c

reat

ed th

is in

tegr

ated

per

spec

tive

from

Bel

enky

et a

l., (

1986

/199

7) a

nd B

axte

rM

agol

da (

1992

)) a

nd f

rom

Bax

ter

Mag

olda

(19

92)

dire

ctly

. Ita

liciz

ed te

xt in

this

col

umn

is d

irec

tly q

uote

d fr

om B

rew

(200

1). G

ende

red

impl

icat

ions

of

this

fra

mew

ork

will

be

cons

ider

ed in

(B

eatty

and

Bre

w,f

orth

com

ing)

.

1716

BE

ST

CO

PY

AV

AIL

AB

LE8

Syno

psis

of

the

epis

tem

olog

ical

pers

pect

ives

2Sy

nops

is o

f th

e em

otio

nal

epis

tem

olog

ical

per

spec

tives

Prop

osed

indi

cato

rs f

or th

eem

otio

nal e

pist

emol

ogic

alpe

rspe

ctiv

es in

the

cont

ext o

fle

adin

g an

d te

achi

ng

Inte

rvie

w e

xcer

pts

from

teac

her

inte

rvie

ws

that

res

onat

e w

ith th

eem

otio

nal e

pist

emol

ogic

alpe

rspe

ctiv

es

Exc

erpt

s fr

om o

nlin

e le

ader

disc

ussi

on f

orum

with

the

epis

tem

olog

ical

per

spec

tives

Rol

e of

the

'teac

her'*

*E

mot

iona

l rol

e of

the

'oth

er'

She

said

to m

e sh

e w

ante

d to

know

why

I w

as th

e pe

rpet

rato

rT

he p

erso

n ex

peri

enci

ng th

eT

he 'o

ther

' is

seen

as

of n

egat

ive

attit

udes

in th

e sc

hool

I w

orke

d fo

r (m

ost d

efin

itely

Pass

ive,

rea

ctiv

e an

d de

pend

ent

on e

xter

nal a

utho

rity

for

emot

ion

rem

ains

pas

sive

,re

activ

e an

d de

pend

ent o

npo

tent

ially

dan

gero

us,

intim

idat

ing

or th

reat

enin

gan

d th

at o

ver

the

Chr

istm

asho

liday

s I

had

bette

r ch

ange

my

not w

ith),

a v

ery

auto

crat

ic h

ead

for

four

yea

rs y

et n

o on

e ev

er

dire

ctio

n an

d tr

uth

(27,

29)

exte

rnal

ly d

efin

ed 'f

eelin

gif

em

otio

nal e

xper

ienc

etu

ne a

nd c

ome

back

in J

anua

rych

alle

nged

her

. Int

ellig

ent

rule

s' (

Hoc

hsch

ild, 1

983)

whi

chsu

rfac

es in

dis

play

or

with

a n

ew a

ttitu

de. I

was

tota

llype

ople

sta

yed

quie

t. T

hat s

taff

Aut

hori

ties

tell

you

wha

t is

righ

t"W

ordl

ess

min

dles

s au

thor

ities

carr

y gr

eat w

eigh

t" (

28)

are

expe

rien

ced

as c

o-m

aint

aine

d w

ith th

e 'o

ther

', in

who

se m

ind

is im

agin

ed

disc

ussi

on.

Dep

ende

nce

on a

ppro

val

of o

ther

s to

fee

l saf

e

flab

berg

aste

d. I

am

the

head

of

the

soci

al c

omm

ittee

and

I s

ort o

fta

ke o

n ev

eryb

ody'

s pr

oble

ms

as

room

was

the

mos

t bitc

hy,

goss

ip r

idde

n pl

ace

I ha

ve e

ver

been

. Is

ther

e a

conn

ectio

n?

"Lik

e pu

ppet

s ...

to h

ear

is to

judg

emen

t of

the

self

sho

uld

the

Una

ble

or d

isin

clin

ed to

my

own.

If

ever

ybod

y is

dow

nSo

met

imes

I f

orge

t tha

t I a

m a

nob

ey"

(28)

feel

ing

rule

s be

bro

ken.

adm

it to

str

ong

feel

ings

of

then

I a

m d

own.

I tr

ied

to p

ull

auth

ority

fig

ure

and

don'

t allo

wun

cert

aint

y, c

onfu

sion

and

ever

ybod

y to

geth

er a

s a

team

and

for

that

rea

ctio

n. S

omet

imes

IE

mot

ions

are

exp

erie

nced

as

espe

cial

ly d

isag

reem

ent o

rto

hav

e fu

n an

d th

en s

he p

ulls

also

rea

lise

that

som

e pe

ople

"Wor

ds a

re p

erce

ived

as

pow

erfu

lly m

anip

ulat

ive

orcr

itiqu

eth

at o

n m

e. I

was

so,

sur

pris

edfo

rget

that

I a

m a

per

son

too.

wea

pons

" (2

8)w

eapo

n lik

e in

oth

ers.

Con

vers

ely,

ove

r in

clin

edth

at s

he h

ad th

at im

pres

sion

of

to u

se s

tron

g fe

elin

gs in

me.

... a

pre

tty a

wfu

l thi

ng to

In s

choo

ls, t

each

ers

are

One

's o

wn

emot

ions

are

stat

emen

ts o

f di

sapp

rova

lsa

y w

hen

you

stan

d fo

r ex

actly

relu

ctan

t to

spea

k up

if th

ey a

re

expe

rien

ced

as d

ange

rous

and

that

rei

nfor

ce p

ower

and

the

oppo

site

. Tha

t dug

dee

p an

d I

wro

nged

in s

ome

way

by

the

frig

hten

ing

auth

ority

ove

r ot

hers

.ha

ve n

ever

bee

n ab

le to

qui

te g

etpr

inci

pal.

The

big

gest

bar

rier

to

Sile

nced

and

den

ied

over

that

.go

od r

elat

ions

hips

in s

choo

ls it

Imm

edia

te e

mot

iona

l res

pons

efe

elin

gs o

f de

eper

seem

s to

me

is th

is la

ck o

f

in s

elf

conc

eals

dee

per

emot

ions

of

thre

at a

nd f

ear

fran

knes

s, p

erfe

ctly

emot

iona

l iss

ues

lead

to o

vert

dis

play

s of

cert

aint

y an

d

unde

rsta

ndab

le th

ough

it is

. ...

In th

e ab

senc

e of

trut

h ho

w c

an

teac

her/

lead

erju

dgem

ent a

bout

rig

ht a

ndw

rong

.

ther

e be

trus

t and

how

can

emot

iona

lly h

ealth

yre

latio

nshi

ps d

evel

op.

Rol

e of

pee

rsE

xper

ienc

ing

emot

iona

l mea

ning

An

inab

ility

to f

ind

mea

ning

inw

ith p

eers

Prof

essi

onal

'oth

ers'

pla

yth

e w

ords

of

othe

rs o

r le

arn

Fear

or

disi

nclin

atio

n to

mak

eno

legi

timat

e ro

le a

s pe

ers

from

oth

ers'

exp

erie

nce

(26)

mea

ning

usi

ng o

ne's

ow

nem

otio

ns o

r th

ose

of o

ther

s or

tole

arn

abou

t sel

f an

d ot

hers

fro

m

in e

mot

iona

l mea

ning

mak

ing

as e

mot

iona

ldi

stan

ce a

nd e

mot

iona

lL

ittle

exp

erie

nce

with

fac

e to

face

out

er s

peec

h to

othe

rs' e

mot

iona

l exp

erie

nce

mas

king

(H

ochs

child

,19

83)

sepa

rate

s th

em.

deve

lopm

ent o

f in

ner

spee

chL

ittle

exp

erie

nce

with

or

Em

otio

nal u

nder

stan

ding

isan

d se

nse

of m

ind

(33)

*Pag

e nu

mbe

rs r

efer

to B

elen

ky e

tal

. (19

97)

succ

ess

with

fac

e to

fac

eem

otio

nal m

eani

ng m

akin

g an

dun

deve

lope

d in

ner

voic

e ab

out

emot

ions

as

valu

able

dim

ensi

onof

min

d.

not d

evel

oped

or

shar

edan

d re

mai

ns s

puri

ous

(Den

zin,

198

4) a

s it

is n

otdi

scus

sed.

17B

ES

T C

OP

YA

VA

ILA

BLE

20

Absolute emotional knowing

Absolute emotional knowing, the next modality in the progression, is characterized by strictadherence to tacitly understood but fairly rigidly re-enacted and co-maintained feeling rules(Hochschild, 1983) in a given work culture. These feeling rules or norms of emotionalityprescribe and proscribe the acceptable from the unacceptable emotions. This modality isassociated with managing the projected self in a fairly conscious way, to seem to be feeling the`right thing' at the 'right' time. The notion of absoluteness is implied by the guiding principle ofrightness and wrongness. As in the silenced emotional self, a person operating under theabsolutist emotional knowing modality is looking outside of her/himself for the right answersand the guidelines about what feelings are appropriate to their professional image. In the processthe core self is often denied, repressed or ignored in deference to an external emotional authoritythat seems to reside in others and their endorsement and reinforcement of these feeling rules.Emotional self is often silenced in the absolutist modality, while the emotional labour ofprojecting appropriate emotions becomes more of a conscious effort some of the time.

Leaders felt the need to seem certain, decisive and confident, even when they werefeeling none of these things. They managed their inner emotions as they tried to project acheerful face and set a positive tone. Thus the externally defined authority of prototypicalleadership behaviour and leadership 'feeling rules' (Hochschild, 1983) was defining what theyshould and should not feel and seem to feel. This was also prescribing the additional emotionalwork of seeming to feel, or deeply acting until they convinced themselves that they actually werefeeling appropriately. Despite the 'good intentions this emotional surface and deep acting(Hochschild, 1983) was often distancing them from themselves and others and was adding to theoverall emotional burden of being the principal.

The leaders spoke of being isolated and lonely cut off from their colleagues, likeconductors, "one of them but separate". Connecting in candour with teachers was seen by someleaders as unprofessional. For others this was difficult and rare. In contrast, for all but one of theonline leaders, the shared moral purpose with their assistant principals or deputies revealed apowerful manifestation of Hargreaves' (2000) moral geographies frame. Their shared moralpurpose made their professional relationship important and enduring. Connecting professionallywith assistant principals was permissible, but they did not do so in deep reflection or self-analysis. These were pragmatic support relationships, that most of the leaders highly valued, butthey were not open to the deeper self-discovery that they experienced online. They did notdisturb the deeper emotional silence within but helped the leader maintain the absolutistemotional epistemological perspective of 'right' and 'wrong'.

The sense that these leaders in taking on the role of the principal had become stronglyidentified with their schools was evident in their feelings about criticisms, which theyexperienced emotionally as reflecting directly on them. This school wide identification was notin evidence in the 100 teachers' stories about emotions and their work. Teachers identified moststrongly and were emotionally passionate about their work with students in classrooms. Theydecried the principal's whole school image priorities, which they felt were to the detriment ofclassroom focus and emphasis. This suggests a difference between the emotional experience ofteachers from that of school leaders, a difference which keeps teachers and leaders out ofalignment with each other in terms of shared moral purpose (Beatty, 2001) and interferes withconnectedness and creating emotional context together.

In contrast to the emotional distance from teachers that was experienced by most of theonline leaders, the three leaders who were headteachers in the literal sense, still teaching a class

18

''1

of their own, connected in emotionally meaningful ways with their fellow teachers. But this wasentirely separate from their roles as supervisors. Generally, as supervisors, they felt they couldnot get close to teachers, whom they often referred to in objectified terms, as 'glue' or 'bullies'`not a team player' blocking faction' or 'children'. It was not that they couldn't recall their ownsense of being treated like children, as one leader said, "I think a lot of us have got a lot of yearsof bitterness .... being treated like children to forget." However, the sense that they were oftenthe only adults in the building was frustrating and emotionally distancing : I sometimes feel asI did when dealing with my children at home in a tantrum. Being the adult with other adultsbehaving like kids is quite an act!" and "she's just not 'got it'.... I feel betrayed, personally andprofessionally, furious that I should have to deal with this sort of tantrum, angry for mycolleagues; and the longer it goes on (a month so far)the more cross I become." Another leaderlamented the time it took to deal with a problem staff member who she recalled as "the mostawkward, cantankerous, stirring, unpleasant person whenever she is challenged or made to beaccountable." As a result the staff member felt like a waste of time: "My emotions: constantlyangry and irritated by her but have to work really hard not to let it show. Tired (is that anemotion?) because of the amount of time taken up dealing with her ...you know 80% of time for20% of establishment....totally disproportionate!!" These descriptions suggest the leaders wereheld in the grasp of absolutist emotional knowing, whereby people are experienced through theirown emotional meaning making system as right or wrong. Constant anger at the teacherreflected the power of the above leader's emotional epistemological perspective whereby theteacher was merely wrong and a waste of time, her behaviour and emotions only a source ofirritation. They were not storying and restorying themselves together in interacting narratives(Beattie, 1995). Indeed, they were apparently not connecting emotionally at all. There wasstrong evidence in these kinds of stories, of emotional labour to manage and control their ownemotions, and little evidence of becoming involved in cooperative emotional meaning makingwith the teachers.

Emotions were sometimes used by both teachers and leaders, to separate and diminishpeople rather than connect and empower them. The silent teachers worried that they would bepunished just for using words- any words about how they were really feeling. The silent leadersand teachers lived cut off from each other in a world full of rumour and innuendo. When wordsarose out of anger, they provoked anger. Yet there was little evidence of constructive dialoguebetween teachers and leaders who were having difficulties with each other. More often than notthe teachers' stories of emotionally painful memories were associated with buried hurt anduntended wounds. Some teachers "never quite got over" these experiences. Among theemotionally silent teachers there was little indication of emotional dialogue with "the self'.

219

Tab

le 2

. Abs

olut

e em

otio

nal k

now

erSy

nops

is o

f th

e ep

iste

mol

ogic

alpe

rspe

ctiv

esSy

nops

is o

f th

e em

otio

nal

epis

tem

olog

ical

per

spec

tives

Prop

osed

indi

cato

rs f

or th

eem

otio

nal e

pist

emol

ogic

alpe

rspe

ctiv

es in

the

cont

ext o

fle

adin

g an

d te

achi

ng

Inte

rvie

w e

xcer

pts

from

teac

her

inte

rvie

ws

that

res

onat

e w

ith th

eem

otio

nal e

pist

emol

ogic

alpe

rspe

ctiv

es

Exc

erpt

s fr

om o

nlin

e le

ader

disc

ussi

on f

orum

that

res

onat

e w

ithth

e ep

iste

mol

ogic

al p

ersp

ectiv

es

Dom

ain:

per

cept

ion

ofkn

owle

dge

One

is e

ither

rig

ht o

r w

rong

,go

od o

r ba

d

(B 3

7, 4

1; B

M 7

4)

Con

fuse

d by

am

bigu

ity

Perc

eptio

n of

em

otio

nal

know

ledg

e

Exp

erie

nce

righ

tnes

s an

dw

rong

ness

as

a fu

nctio

n of

emot

iona

l res

pons

e of

sel

f an

dsp

urio

us (

imag

ined

and

unco

nfir

med

) em

otio

nal

unde

rsta

ndin

g (D

enzi

n, 1

984)

of o

ther

s

Con

flic

ting

emot

iona

lre

spon

ses

in s

elf

and

othe

rsco

nfus

e an

d co

mpl

icat

e ra

ther

than

pro

vide

inte

rest

ing

pote

ntia

l for

mea

ning

mak

ing.

Tea

cher

s an

d le

ader

sex

peri

ence

em

otio

nal m

eani

ngin

res

pons

e to

eac

h ot

her.

e.g

.,fe

elin

g sl

ight

ed a

ndde

mea

ned,

a s

ham

e re

spon

sebe

gets

ang

er. A

nger

isin

terp

rete

d as

the

need

todi

rect

mea

ning

mak

ing

effo

rts

in te

rms

of b

lam

e an

dcr

itici

sm o

f th

e ot

her

Tea

cher

s an

d le

ader

s'e

xper

ienc

e ea

ch o

ther

's a

ndth

eir

own

emot

iona

lity

asdi

stur

bing

, con

trad

icto

rypr

oble

mat

ic a

nd c

ompl

icat

ing

rath

er th

an a

n op

port

unity

tom

ake

mea

ning

toge

ther

Qui

ck r

atio

naliz

atio

ns a

reof

ten

used

to r

esto

re s

ense

of

emot

iona

l equ

ilibr

ium

(Ja

mes

,18

90)

... H

e ha

d no

idea

wha

t as

ape

rson

I w

ante

d to

do

or w

hat I

wan

ted

to a

spir

e to

, my

care

ergo

al, a

nd I

just

fel

t lik

e a

num

ber.

It d

idn'

t mat

ter

wha

t Iw

ante

d, it

was

wha

t nee

ded

to b

edo

ne a

dmin

istr

ativ

ely.

And

this

is th

e w

ay s

he w

orks

.Sh

e's

very

dem

andi

ng. S

hede

man

ds a

lot f

rom

her

self

, but

she

won

't ev

er a

ccep

t whe

nso

meo

ne's

mad

e a

mis

take

, and

she

mak

es lo

ts o

f th

em.

She

wro

te m

e a

pers

onal

lette

r of

cong

ratu

latio

ns a

nd s

eem

edre

ally

ple

ased

with

the

resu

lt.T

hat m

ade

me

feel

good

... [

but]

... it

was

so

long

inco

min

g....

I g

uess

it w

as a

bout

time.

I h

ad f

eelin

gs o

fre

sent

men

t in

the

sens

e th

at is

itso

har

d to

say

you

did

a g

ood

job?

Why

cou

ldn'

t she

do

that

mor

e of

ten?

the

emot

iona

l bul

ly -

-a v

ery

stro

ngw

oman

who

use

d an

ger

and

a lo

udvo

ice

to m

anip

ulat

e /c

ontr

olsi

tuat

ions

and

peo

ple

---u

sed

the

fear

of a

nger

to f

righ

ten

and

bully

oth

ers

into

agr

eem

ent.

Thi

s w

as la

ter

coup

led

with

tear

s et

c. T

his

prov

ided

a re

al le

arni

ng e

nvir

onm

ent w

here

stra

tegi

es f

or a

void

ing

"Em

otio

nal

Dec

isio

n M

akin

g" -

beca

me

asu

rviv

al n

eces

sity

... I

am

som

etim

es p

uzzl

ed b

y w

hat

seem

to b

e ex

trem

e re

actio

ns to

thin

gs th

at h

appe

n

I am

par

ticul

arly

con

scio

us o

f th

ene

ed a

nd im

port

ance

of

setti

ng a

posi

tive,

che

erfu

l and

und

erst

andi

ngto

ne e

ach

day

to c

ount

erac

t the

nega

tives

that

som

e st

aff

mem

bers

carr

y w

ith th

em in

to th

e bu

ildin

g

Dom

ain:

rol

e of

lear

ner

Rep

rodu

ce k

now

ledg

e of

auth

ority

. Una

ble

to e

valu

ate

or p

erce

ive

a pr

oces

s in

lear

ning

(B

39,

42;

BM

73)

Inne

r em

otio

nal k

now

ing

Em

otio

n is

exp

erie

nced

thro

ugh

repr

oduc

ing

exte

rnal

ly d

efin

ed f

eelin

gru

les

that

ori

gina

te in

the

exte

rnal

aut

hori

ty o

f th

ecu

lture

. Yet

the

emot

ions

are

expe

rien

ced

as o

rigi

natin

g in

the

self

and

as

abso

lute

rea

lity

(Sar

tre,

193

9/19

62)

at th

etim

e. T

he e

mot

iona

lly d

rive

nse

nse

of e

ntitl

emen

t to

righ

tnes

s of

one

's o

wn

feel

ings

of

nosi

tion

and

Bas

ed o

n un

exam

ined

emot

iona

l res

pons

es,

eval

uatio

n of

teac

hers

and

lead

ers

occu

rs a

utom

atic

ally

follo

win

g th

e ru

bric

of

feel

ing

rule

s su

ch th

at th

e ot

her

isex

peri

ence

d as

str

ange

. The

pers

on is

qui

ckly

red

uced

to a

cate

gory

, suc

h as

an

obje

ct, a

child

or

an in

com

pete

nt, o

rot

her

labe

l, de

pers

onal

izin

gan

d re

duci

ng th

e se

nse

of th

ew

hole

ful

ly d

imen

sion

al a

dult

I do

n't k

now

wha

t it i

s. S

he is

aco

ntro

l fre

ak. S

he tr

ies

to k

eep

you

unde

r he

r th

umb

and

if s

hedo

esn'

t fee

l tha

t she

has

con

trol

over

you

then

she

get

s a

little

upse

t her

self

.

I th

ink

that

if y

ou h

ave

pers

onal

ities

who

, enj

oydo

min

atin

g, ..

. bei

ng b

asic

ally

asa

dist

ic n

arci

ssis

t, ...

then

you

'rego

ing

to e

nd u

p w

ith,

expe

rien

ces

like

that

.

[I]

real

ise

that

an

adul

t dea

ling

with

teen

ager

s al

l day

som

etim

espr

obab

ly h

as th

e ne

ed to

beh

ave

inch

ildis

h w

ays

from

tim

e to

tim

e.

I so

met

imes

fee

l as

I di

d w

hen

deal

ing

with

my

child

ren

at h

ome

ina

tant

rum

. Bei

ng th

e ad

ult w

ith o

ther

adul

ts b

ehav

ing

like

kids

is q

uite

an

act!

"

With

sta

ff e

spec

ially

, I f

ind

that

they

need

an

over

whe

lmin

g am

ount

of

supp

ort a

nd th

at I

mus

t alw

ays

be.4

,o r

.1. h

.1.4

111

,,,,,-

1 11

,-.A

.,,-t

neA

;rcr

20

23B

ES

T C

OP

Y A

VA

ILA

BLE

Syno

psis

of

the

epis

tem

olog

ical

pers

pect

ives

.

Syno

psis

of

the

emot

iona

lep

iste

mol

ogic

al p

ersp

ectiv

esPr

opos

ed in

dica

tors

for

the

emot

iona

l epi

stem

olog

ical

pers

pect

ives

in th

e co

ntex

t of

lead

ing

and

teac

hing

Inte

rvie

w e

xcer

pts

from

teac

her

inte

rvie

ws

that

res

onat

e w

ith th

eem

otio

nal e

pist

emol

ogic

alpe

rspe

ctiv

es

Exc

erpt

s fr

om o

nlin

e le

ader

disc

ussi

on f

orum

that

res

onat

e w

ithth

e ep

iste

mol

ogic

al p

ersp

ectiv

es

Inca

pabl

e of

ori

gina

l wor

k

feel

ings

of

posi

tion

and

corr

espo

ndin

g w

rong

ness

of

othe

rs' f

eelin

gs o

r th

eop

posi

te, s

ham

e, r

emai

nsun

exam

ined

. Dee

per

leve

ls o

fem

otio

nal s

elf

are

not

expl

ored

.

Lac

k of

exa

min

atio

n of

cor

ese

lf-'s

inte

rnal

em

otio

nal

expe

rien

ce a

s va

lid a

ltern

ativ

eto

nor

mat

ive

feel

ing

rule

sw

hen

diss

onan

t with

the

cultu

re.

indi

vidu

al.

Self

may

be

view

ed in

rel

ativ

ete

rms

as in

feri

or o

r su

peri

or to

the

othe

r.

Tea

cher

s an

d le

ader

s re

sist

ques

tioni

ng th

eir

emot

iona

lco

mpl

ianc

e w

ith f

eelin

g ru

les

and

do n

ot d

efer

to th

eir

own

inde

pend

ent e

mot

iona

lkn

owin

gs

Em

otio

nal c

onne

ctio

n w

ithin

ner

self

-fee

lings

are

oft

enav

oide

d

It c

an b

e fr

ustr

atin

g fo

r a

poin

t of

time

obvi

ousl

y fo

r a

few

t...

uym

inut

es, a

n ho

ur o

r w

hate

ver.

You

may

wan

t to

grin

d yo

urte

eth

a lit

tle b

it ...

If

anad

min

istr

ator

tells

you

how

we

are

goin

g to

han

dle

a si

tuat

ion

you

may

not

nec

essa

rily

agr

ee ..

.bu

t you

r jo

b is

to im

plem

ent t

hede

cisi

on.

the

calm

, hel

pful

and

und

erst

andi

ng"p

aren

t".

The

y re

sist

me

by s

ayin

g "W

e ar

eno

t int

imat

e en

ough

for

you

to s

hare

your

fee

lings

with

me.

" T

his

happ

ened

whe

n I

told

a te

ache

r I

was

ang

ry a

t his

atte

mpt

to p

ut m

edo

wn

duri

ng a

Lea

ders

hip

mee

ting!

The

fac

t tha

t I a

m e

ven

aski

ng h

imw

hat h

appe

ned

he s

ees

as a

n in

sult

and

he's

run

ning

aro

und

sayi

ng "

At

this

sch

ool t

he s

tude

nts

have

mO

repo

wer

than

the

teac

hers

". J

ust t

hew

ord

"pow

er"

mak

es m

e se

e re

d.T

each

ers

who

see

thei

r ro

le in

term

sof

"po

wer

" m

ake

me

desp

air.

I lo

okto

mas

ter

teac

hers

to h

elp

me

set t

hedi

rect

ion,

[...

] th

e bl

ocki

ng f

actio

nha

s al

way

s be

en d

efia

nt a

nd is

now

resp

ondi

ng to

my

effo

rts

to g

et a

t the

mor

e ab

stra

ct c

limat

e is

sues

like

tone

and

exp

ecta

tions

that

we

hold

in o

ur h

eart

s. T

hey

also

tell

me

Ica

nnot

mak

e ju

dgm

ent c

alls

... H

owdo

you

get

at t

he s

ubtle

way

s pe

ople

unde

rmin

e th

e op

timis

m o

f a

staf

f?D

omai

n: R

ole

of `

teac

her'

**

Cap

able

of

lear

ning

but

trut

his

der

ived

fro

m e

xter

nal

auth

oriti

es (

B 3

7)

Em

otio

nal r

ole

of th

e 'o

ther

'**

teac

hers

/lead

ers

The

oth

er's

(ex

tern

ally

loca

ted)

imag

ined

'em

otio

nal

trut

h' is

giv

en a

utho

rity

ove

rth

e se

lf's

act

ual f

eelin

gs a

ndac

cord

ingl

y fe

elin

gs a

rem

aske

d or

gen

erat

ed(H

ochs

child

, 198

3)

Tea

cher

s an

d le

ader

s go

vern

emot

iona

lity

acco

rdin

g to

perc

eive

d em

otio

ns o

f th

e ot

her

whi

ch o

verr

ide

othe

r pr

iori

ties

and

unde

rmin

e in

depe

nden

tin

tern

al e

mot

iona

l mea

ning

mak

ing

syst

ems.

He

took

som

e of

the

mon

ey th

atw

as in

a f

und

rais

ing

thin

g. A

ndth

at n

ever

wen

t bac

k in

to th

esc

hool

. I d

idn'

t say

any

thin

g. ..

.H

e cl

osed

the

door

and

I s

tood

righ

t by

the

door

and

he

just

kin

dof

lean

ed in

to m

y ea

r an

d sa

id,

"You

're b

est t

o fo

rget

abo

utth

is."

He

dire

cted

me

out t

hedo

or a

nd th

at w

as it

. So

I di

dn't

trus

t him

any

mor

e. T

hat m

akes

adi

ffer

ence

how

you

teac

h...

So

that

fee

ling,

it's

alw

ays

fear

. It

was

alw

ays

fear

. And

you

thin

k I

don'

t wan

t a b

ad in

tera

ctio

nhe

twre

n a

nrin

rinal

and

1 a

nd

Why

do

I m

ask

my

emot

ions

?U

sual

ly w

hen

the

conv

ersa

tion

I am

in is

an

emot

iona

l iss

ue f

or th

e ot

her

pers

on, e

mot

iona

lly c

halle

ngin

g.

Whe

re I

fin

d it

diff

icul

t is

in le

tting

my

own

frus

trat

ions

sho

w ..

.I

know

that

mos

t peo

ple

neve

r se

e it.

Is

ther

e a

form

ula

for

getti

ng th

isri

ght?

!

Isn'

t it s

omet

hing

we

all d

o -

hide

emot

ion

and

appe

ar "

prof

essi

onal

"an

d "d

etac

hed"

?

We

desp

erat

ely

try

ever

yday

to b

elig

ht h

eart

ed a

nd m

ake

the

job

'fun"

but s

ome

days

I k

now

they

go.

hom

e

2521

Syno

psis

of

the

epis

tem

olog

ical

pers

pect

ives

Syno

psis

of

the

emot

iona

lep

iste

mol

ogic

al p

ersp

ectiv

esPr

opos

ed in

dica

tors

for

the

emot

iona

l epi

stem

olog

ical

pers

pect

ives

in th

e co

ntex

t of

lead

ing

and

teac

hing

Inte

rvie

w e

xcer

pts

from

teac

her

inte

rvie

ws

that

res

onat

e w

ith th

eem

otio

nal e

pist

emol

ogic

alpe

rspe

ctiv

es

Exc

erpt

s fr

om o

nlin

e le

ader

disc

ussi

on f

orum

that

res

onat

e w

ithth

e ep

iste

mol

ogic

al p

ersp

ectiv

es

Tea

cher

's r

ole

is to

pro

vide

know

ledg

e an

d st

uden

tsac

cept

it (

BM

76)

The

oth

er's

em

otio

nal

'at

titud

e ta

kes

emot

iona

lau

thor

ity a

nd s

ets

the

tone

for

the

exch

ange

of

mea

ning

.E

mot

iona

l con

tagi

on(D

enzi

n(19

84)

infe

cts

the

emot

iona

l mea

ning

mak

ing

syst

ems

of s

elf

and

othe

r

Tea

cher

s an

d le

ader

sso

met

imes

allo

w e

ach

othe

r'sdo

min

ant e

mot

ions

to s

et th

eto

ne in

an

exch

ange

with

out

exam

inin

g th

ese

toge

ther

betw

een

a pr

inci

pal a

nd I

, and

yet t

here

it w

as.

[Pos

ition

al a

utho

rity

of

lead

erco

mbi

ned

with

the

antic

ipat

edpo

wer

of

his

fear

mak

e hi

mda

nger

ous

and

frig

hten

ing

to th

ete

ache

r an

d un

derm

ine

inte

rnal

sens

e of

mor

ality

]

He

calle

d m

e in

and

sai

d,"Y

ou'v

e be

en c

harg

ed w

ithbe

ing"

... a

ll th

ose

terr

ible

wor

ds...

. Tha

t's h

alf

the

reas

onI

wan

ted

out l

ast y

ear

beca

use

Ife

lt so

cru

mm

y in

fro

nt o

f th

epr

inci

pal t

hat y

ou're

sup

pose

d to

feel

goo

d ab

out.

I fe

lt he

had

this

attit

ude.

... I

was

hum

iliat

ed a

llye

ar lo

ng. M

y se

lf-e

stee

m w

asre

ally

, I c

ould

n't d

o an

ythi

ng.

feel

ing

like

they

've

been

on

the

battl

e lin

e al

l day

.

I do

not

fee

l tha

t I c

an s

hare

my

conc

erns

with

the

AP

and

DP.

...

Oth

er s

taff

it w

ould

not

be

appr

opri

ate

to s

hare

with

.U

npro

fess

iona

l, I

shou

ld th

ink.

Thi

s te

ache

r to

ok th

e lin

e th

at if

I'd

know

n an

ythi

ng a

bout

teac

hing

Iw

ould

n't h

ave

wan

ted

to b

e a

depu

ty, b

ecau

se e

very

one

knew

itw

as th

e w

ay to

esc

ape

real

wor

k. I

saw

red

, tol

d hi

m th

at e

very

one

knew

that

he

was

a f

rust

rate

dm

anag

er ..

.per

haps

he

wou

ld o

neda

y ha

ve th

e gu

ts to

do

som

ethi

ngab

out h

is o

pini

ons

inst

ead

ofbu

llyin

g st

aff

and

pupi

ls.

Dom

ain:

Rol

e of

pee

rs

Peer

s do

not

hav

ele

gitim

ate

know

ledg

e, b

utca

n sh

are

know

ledg

eob

tain

ed f

rom

aut

hori

ties

(B39

; BM

78,

79)

Exp

erie

ncin

g em

otio

nal m

eani

ngw

ith p

eers

Peer

s do

not

off

er d

eepe

rem

otio

nal k

now

ledg

e, o

r as

sist

in d

eepe

ning

em

otio

nal

epis

tem

olog

ical

und

erst

andi

ngal

thou

gh th

ey a

re s

ympa

thet

ic.

Self

and

pee

rs r

emai

nre

spon

sive

to f

eelin

g ru

les.

Peer

s as

sist

in r

einf

orci

ng a

ndsu

ppor

ting

way

s to

sta

y in

com

plia

nce

with

cul

tura

lno

rms.

With

in th

eir

own

grou

ps,

teac

hers

and

lead

ers

assi

st e

ach

othe

r in

sup

port

ing

by li

sten

ing

to a

nd a

ffir

min

g ev

en`u

nacc

epta

ble'

em

otio

ns. T

hey

supp

ort t

he e

mot

iona

l lab

our

offi

ndin

g th

e `r

ight

' way

to r

etur

nto

mas

king

and

gen

erat

ing

emot

ions

that

mat

ch th

e fe

elin

gf

li

ru

I th

ink

the

mos

t pos

itive

em

otio

nis

sup

port

. The

re is

onl

y on

epe

rson

I c

ould

go

to a

nd s

ayan

ythi

ng to

and

if I

nee

d to

ven

t Ica

n ve

nt to

her

. If

I'm n

ot s

ure

ofw

hat r

oute

to ta

ke, s

he c

an g

uide

me;

she

kno

ws

the

righ

t thi

ngs

tosa

y.

Gen

eral

ly (

wha

t's p

ositi

ve is

) th

ein

form

al k

inds

of

thin

gs w

here

peop

le li

sten

and

pay

atte

ntio

n to

the

kind

s of

thin

gs th

at y

oush

ared

with

them

...I

valu

e th

at,

just

cas

ual t

ime

with

peo

ple

I ca

nre

spec

t or

com

mun

icat

e w

ith -

and

they

list

en a

nd a

ppre

ciat

e th

eki

nds

of th

ings

that

I d

o.3

Whi

lst I

hav

e co

lleag

ues

with

who

mI

can

disc

uss

free

ly a

nd h

ones

tly,

inev

itabl

y w

e op

erat

e a

shor

than

dst

yle

of th

inki

ng, b

ecau

se o

f sh

ared

perc

eptio

ns.

My

othe

r so

urce

of

supp

ort i

s m

yde

puty

. She

's w

onde

rful

. She

has

agr

eat i

n-bu

ilt e

mpa

thy

and

seem

s to

read

em

otio

ns -

whe

n I'm

fee

ling

tota

lly a

t the

end

of

my

teth

er -

she

appe

ars

with

a c

up o

f co

ffee

!!

I w

ishe

d m

y co

lleag

ues

wou

ldin

tera

ct o

n a

deep

er le

vel,

...m

y're

allif

e' o

nes.

...T

he v

irtu

alco

nver

satio

ns w

ere

cons

ider

ably

deep

er th

an w

e us

ually

man

age

face

to f

ace.

3E

xcer

pts

in q

uota

tion

mar

ks in

this

col

umn

are

take

n fr

om te

ache

r co

lleag

ue d

ata

of th

e sa

me

larg

er s

tudy

(Har

grea

ves,

200

1)27

22

BE

ST

CO

PY

AV

AIL

AB

LE

Transitional relativism

After the online forum had been underway for a time, the leaders began to revisit theirperspectives on some of their teachers, and met with some success in trying to get toknow these problem people as fully dimensional human beings. Yet attempts to accessemotions of the teachers were unsuccessful when the leaders were unable to share whatthey were feeling first. One leader lamented a teacher's inability to share his feelings withher despite his willingness to go to his students' parents for support. Yet in interview withhim, she had not shared her own emotional experience, which may have accounted forthe conversation being so stiff, disconnected and unfruitful. Another leader was told by ateacher that she did not know her well enough for her to be sharing her feelings.

He said it was because I called his behavior rude. I think he is in with a team of teachers who canbe disrespectful to parents and they feel justified in it. Going after these abstract issues is sodifficult. They color the climate of the school, but are so hard to pin down. I could have easily letit go, but I don't want him to be like his team. For me, this is the most emotional side of workingclosely with staff. My veteran staff deny these issues and tell you it's unprofessional to makejudgement calls or talk about feelings. Right now I am so frustrated. And...! wish I had said "somepeople will be offended when you walk away without saying excuse me." Or "she thought youwere being rude" instead of "it is rude to leave a conversation without walking away." I let all mybias about his team mates color my response to him. Big mistake.

In effect, emotionally they were living separate worlds that seemed to be alarminglymisaligned much of the time. Despite the secret desire for connection both leaders andteachers were self-surveilling and correspondingly self-silencing in the effort to stay outof contentious terrain. Yet this was taking a toll on their ability to experience relationshipwith each other.

Emotional jolts encountered upon trespassing into unwelcome emotional territoryof others or in revealing too much of the emotional subjectivity of the self, serve toremind the absolute emotional knower in emotionally experienced, often viscerallypainful ways, that s/he has crossed a line. Even though there may be transitionalpotential, when a person remains in the absolute knower modality on such occasions, theemotional jolt itself is enough to reinforce the feeling rule in question. Such occasionsserve as reinforcers for the absolutist emotional epistemological perspective. Leftunexamined, such emotional meaning making is exceedingly powerful, and I wouldargue is the self-replicating mechanism of bureaucratic hierarchy. It is precisely in itsemotional intensity, when coupled with unexamined deeper inner self-feelings that suchemotional information is taken as absolute reality (Sartre, 1939/1962). The absoluteemotional knower modality leaves the self and its emotional epistemology unquestionedand ensures the continuance of careful self-surveillance (Foucault, 1988) to avoid futureemotional shocks. In this way it operates as a meaning making system unto itself,powerful, unchallenged and unchanged.

Occasionally we experience moments that are loaded with potential to make atransition from overmanaged hidden professional selves to becoming emotionallyintegrated connected colleagues. When open display breaks the usually smooth surface ofprofessional discourse, while the potential is present, more often than not, the personfeels vulnerable and exposed, even ashamed of the emotions themselves (Scheff &Retzinger, 2001). It was reassuring to see that there were exceptions to the pattern ofsilence and absolutism. And these were significant. They describe a more relativist

232'9

emotional meaning making capacity. Signs of emotional connectedness were often subtle.One teacher's positive emotional memory was a look of approval she caught from hervice principal when she had handled a difficult situation on a field trip. Not always is itnecessary to literally give voice to emotions. For this teacher the look had spokenvolumes and affirmed her professional worth in her administrator's eyes.

Generally though, unless emotions intrude upon otherwise rational and reasonedconversations which are more normatively denuded of their emotional flavour, theemotional dimension remains silent though still running deep. From time to time, certainsocially experienced circumstances can create opportunities for the emotional self toemerge as an important authority in emotional meaning making. While this can andcertainly does occur for many people occasionally when alone, for such occasions atwork there is the chance to experience the emotional core to the professional self as fullypresent and powerful. Such circumstances may include an ecstatic declaration of joy,excitement or love, an angry outburst, a dissolving into sadness and tears or anoverwhelming energy draining depression. In each of these states, the emotional self isengulfing, drenching the usually arid space between the carefully projected self and theinner emotional experience of the individual. At such times the connection with the coreself feels absolute and complete. In effect, through the internal emotional meaningmaking system with the projected self and others, the inner core is demanding attentionand connection. Such occasions are potentially transitional as, for the moment, theusually highly managed and distanced inner emotional experience is congruent with theouter self. But such occasions are not necessarily encouraged or rewarded. Persons maybe labelled as 'losing it' (i.e. control) or coming apart. Such behaviour is often seen asout of keeping with the normative ethic of control and flat affective expression.Embarrassment humiliation and shame may result. A teacher who broke the silence onhis emotions, confronting his principal about being declared surplus, was told that hispersonality was the problem. He was livid having been overcommitted to his classroomand extracurricular contributions. He took some satisfaction from being able to shame hisprincipal into turning red. The shame and blame sequence was clear in this story. Yetthere was little if any emotional connection in the positive sense. Simply blurtingemotions does not create transformation in relationship. Valuing and connecting in anethic of care is essential if emotional meaning making is to create the transition torelativist perspectives. Sanctions of various kinds for frankness and emotional displayeven positive, ecstatic demonstrations are not unusual. More often than not, they stand asemotional lessons in what not to do.

As Belenky et al (1997) have noted,

In the ordinary course of development, the use of play metaphors gives way tolanguage a consensually validated symbol system allowing for more precisecommunication of meanings between persons. Outer speech becomes increasinglyinternalized as it is transformed into inner speech. ...without playing, conversing,listening to others, and drawing out their own voice, people fail to develop a sensethat they can talk and think things through. (Belenky et al., 1997:33)

In the Western world, even in the ordinary course of development, the language ofemotion is impoverished. While emotions are pervasive, and omnipresent, we have fewwords for them and voice the meagre vocabulary of emotion rarely. Since outer speech

about emotion is rare, internalized emotional meaning making is less likely to havedeveloped into inner speech. Without the opportunity to draw out our emotional voices,people in Western societies often fail to develop the sense that they can talk aboutemotions and make emotional meanings at all, whether alone or with others.

Less intense emotional experiences can also present the possibility ofexperiencing connection to the core self and the core self of others. But it is unlikely thatthis emotional meaning making will be accessed and affirmed or used at all if the cultureis not conducive or supportive to valuing emotional meaning and exploring it openly.Instead, as is more often the case with the absolute emotional knowing modality, theseemotional inklings can be habitually banished, replaced by professional numbness anddetachment in the daily round, as one attempts to retain professional safety.

Yet we can learn to language about our emotions. When an invitation is made toconsider emotional meaning together it may be met with withdrawal and negation ratherthan reciprocation if not part of the culture. Such moments are filled with potential fortransitional relativism. This occurs when, under one circumstance or another, emotionalmeaning making that connects the core self with emotional experience in the company ofothers who are doing the same thing, provides the bridge to deepened emotionalunderstanding of self and others and their professional purposes.

Teachers and leaders who were given safe spaces to contemplate and share theiremotional meaning making processes with a trusted other began to tell stories that wererich and deep. They told of feeling one way and acting another. They told of silencingthemselves and lamenting the emotional silence of others. And they told of delightfulexceptions to emotional distance between themselves and their leaders. While stories ofverbalised emotional connection were rare in the teacher interviews, when they did occurthey were striking in their valence or weight and significance. Leaders who "treated evenmembers of staff as human beings" and those who made them feel that they "knew whatyou were about" were celebrated and recalled with joy and warmth. Teachers told ofmoving schools to be with such leaders, and moving away from others who weredisrespectful and damaging. When they could connect with others emotionally, theycould see the other person's point of view.

This is the nature of transitional relativism. Feeling safe and entitled to one's ownemotional meaning making and respected for one's unique subjectivities more than justone's ability to tow the professional mark. This condition paves the way to connected andcontextual acknowledgement of different perspectives. Such circumstances, no matterwhat has brought two people together, or what has formerly kept them apart, involve theaffirmation of emotion and/or emotional meanings of self and others. This is what createsthe bridge. In the teacher interviews, three stories of emotional wounds and longstandingpain having been instantly expunged with an apology from a leader stand in contrast tocountless stories of unaddressed injustice, rage and shame with which they had sufferedin silence. An affective bridge, shared in asymmetrical reciprocity (Young, 1999)wherein there is no assumption that I know exactly what you are feeling, but there isrespect for and acknowledgement of the emotional meaning of the other, lowers thebarriers of distrust and closes the gap of fear between people. The critical ingredient isopenness to different perspectives, creating the emotional expectation of safety andrespect.

25

31

Tab

le 3

. Tra

nsiti

onal

Rel

ativ

ism

Syno

psis

of

the

epis

tem

olog

ical

pers

pect

ives

(B

rew

, 200

1)Sy

nops

is o

f th

e em

otio

nal

epis

tem

olog

ical

per

spec

tives

Prop

osed

indi

cato

rs f

or th

e em

otio

nal

epis

tem

olog

ical

per

spec

tives

in th

e co

ntex

tof

lead

ing

and

teac

hing

Inte

rvie

w e

xcer

pts

from

teac

her

inte

rvie

ws

that

res

onat

e w

ith th

eem

otio

nal e

pist

emol

ogic

alpe

rspe

ctiv

es

Exc

erpt

s fr

om o

nlin

e le

ader

disc

ussi

on f

orum

with

the

epis

tem

olog

ical

per

spec

tives

Dom

ain:

Per

cept

ion

ofkn

owle

dge

Som

e kn

owle

dge

is u

ncer

tain

but s

till b

elie

ve a

bsol

ute

know

ledg

e ex

ists

(B

M 1

07)

Rec

ogni

tion

that

som

ekn

owle

dge

can

be v

iew

ed in

mor

e th

an o

ne w

ay (

BM

105

)Su

bjec

tivity

: vie

win

g tr

uth

aspe

rson

al, p

riva

te, i

ntui

ted

(B54

, 56)

Subj

ectiv

ity: a

nsw

ers

from

outs

ide

wor

ld c

an b

edi

scar

ded

(B 5

4)

Perc

eptio

n of

em

otio

nal

know

ledg

eSo

me

emot

iona

l exp

erie

nces

and

how

to in

terp

ret t

hem

are

not c

lear

. Yet

the

incl

inat

ion

to d

eter

min

e th

e ri

ght a

ndw

rong

way

s of

fee

ling

pers

ists

in th

e de

sire

to r

etur

nto

cer

tain

ty.

Som

e em

otio

nal e

xper

ienc

esar

e co

nsid

ered

as

open

toin

terp

reta

tion.

The

pro

cess

of

mul

tiple

inte

rpre

tatio

ns c

an b

ecom

eva

lidat

ed m

ore

than

one

way

.O

penn

ess

to p

oten

tial i

nre

latio

nshi

p an

d sh

ared

mea

ning

mak

ing.

Self

's s

ubje

ctiv

e em

otio

nal

mea

ning

mak

ing

beco

mes

sign

ific

ant a

nd v

alid

Tea

cher

s an

d le

ader

s be

com

e aw

are

ofem

otio

nal e

xper

ienc

es o

f se

lf a

nd o

ther

sas

impo

rtan

t and

val

uabl

e to

mea

ning

mak

ing

even

in th

e m

idst

of

conf

lict a

nddi

ssen

t

Tea

cher

s an

d le

ader

s be

gin

to s

ee th

eir

own

and

each

oth

ers'

em

otio

nal

mea

ning

s as

ope

n to

inte

rpre

tatio

n in

diff

eren

t way

s

Tea

cher

s an

d le

ader

s be

gin

to a

ttach

sign

ific

ance

to e

ach

othe

r's s

ubje

ctiv

eem

otio

nal m

eani

ng m

akin

g

And

I'm

ann

oyed

with

that

pers

on a

nd I

'm a

lso

anno

yed

that

it pu

ts m

ore

of th

e re

spon

sibi

lity

on m

e; in

stea

d of

bei

ng a

ble

tosa

y th

at I

've

got t

his

good

rela

tions

hip

with

the

VP

and

the

two

of u

s ca

n w

ork

thro

ugh

som

eof

thes

e pr

oble

ms

toge

ther

...

...w

ithou

t bei

ng a

ble

to g

o to

that

per

son

and

say,

"L

et's

wor

kas

a te

am o

n th

is."

Ano

ther

thin

g is

that

you

are

give

n al

l of

thes

e th

ings

and

a lo

tof

teac

hers

I th

ink

blin

dly

acce

ptit.

I g

et c

once

rned

abo

ut th

at.

The

y do

n't s

eem

to q

uest

ion

thin

gs. A

lot o

f te

ache

rs ju

stac

cept

that

. I q

uest

ion

it an

d sa

y"W

ell w

hy d

o th

at?"

I th

ink

you

need

to q

uest

ion

thin

gs. I

don

'tth

ink

you

shou

ld a

ccep

tev

eryt

hing

that

com

es d

own.

I ju

st w

ish

that

I'd

take

n th

etim

e to

'rea

d' h

im b

efor

e I

reac

ted

emot

iona

lly to

his

loud

and

hect

orin

g m

anne

r

Yes

I a

m in

tere

sted

inE

mot

iona

l Lea

ders

hipI

am

Con

stan

tly R

efle

ctin

g on

wha

tha

s ha

ppen

ed, w

hy a

nd h

ow a

san

eff

ectiv

e le

ader

I c

ould

hav

eac

ted

diff

eren

tly to

pre

vent

this

situ

atio

n de

velo

ping

Dom

ain:

Rol

e of

lear

ner

A s

hift

in f

ocus

fro

m a

cqui

ring

info

rmat

ion

to u

nder

stan

ding

(BM

105

)

Inne

r em

otio

nal k

now

ing

A s

hift

in e

mph

asis

fro

mta

king

em

otio

nal e

xper

ienc

esas

abs

olut

e to

con

side

ring

them

as

reso

urce

s fo

run

ders

tand

ing

Incr

ease

d in

tere

st in

em

otio

nal

unde

rsta

ndin

g of

sel

f an

dot

hers

, yet

with

a te

nden

cy to

reve

rt to

see

k ri

ght a

nsw

ers

whi

le g

limps

ing

of p

oten

tial

for

the

expe

rien

ces

ofem

otio

nally

inte

grat

ed s

elf-

feel

ings

As

one

or th

e ot

her

invi

tes

enga

gem

ent,

grea

ter

emot

iona

l und

erst

andi

ngbe

com

es p

ossi

ble

and

som

etim

es b

egin

sto

dev

elop

but

not

alw

ays

Incl

inat

ion

to lo

ok f

or th

e 'ri

ght'

way

pers

ists

, alth

ough

a m

ore

rela

tive

appr

ecia

tion

of d

iver

se p

ersp

ectiv

esbe

gins

I w

ent t

o he

r to

try

to e

xpla

inth

at I

thou

ght i

t was

n't r

eally

fai

rfo

r he

r to

yel

l at m

e in

fro

nt o

fot

her

peop

le. .

.. B

ut s

he s

till

thou

ght t

hat I

did

wro

ng, m

yin

tent

ions

may

hav

e be

en r

ight

,bu

t I in

terf

ered

and

am

not

to d

oit

agai

n.

I ex

peri

ence

d th

e us

e of

sile

nce

as a

res

pons

e to

ang

er th

atex

erci

sed

pow

er. I

n in

vitin

g an

olde

r te

ache

r to

dis

cuss

som

epr

ofes

sion

ally

que

stio

nabl

eac

tions

I w

as m

et w

ith s

ilenc

ean

d in

tens

e ey

e co

ntac

t. A

llat

tem

pts

to f

oste

r di

scus

sion

wer

e m

et w

ith s

ilenc

e. T

he o

nly

resp

onse

aft

er a

ver

y pr

olon

ged

sile

nce

was

"ha

ve y

ou f

inis

hed

can

I go

now

?"

Whi

le I

was

ang

ry a

ndth

reat

ened

I h

ad to

adm

it to

mys

elf

duri

ng th

e tir

ade

that

itw

as m

y ow

n fa

ult.

I fe

lt al

one,

stri

pped

bar

e an

d re

ally

clo

se to

givi

ng it

all

up.

26

32B

ES

T C

OP

YA

VA

ILA

BLE

33

Syno

psis

of

the

epis

tem

olog

ical

pers

pect

ives

(B

rew

, 200

1)Sy

nops

is o

f th

e em

otio

nal

epis

tem

olog

ical

per

spec

tives

Prop

osed

indi

cato

rs f

or th

e em

otio

nal

epis

tem

olog

ical

per

spec

tives

in th

e co

ntex

tof

lead

ing

and

teac

hing

Inte

rvie

w e

xcer

pts

from

teac

her

inte

rvie

ws

that

res

onat

e w

ith th

eem

otio

nal e

pist

emol

ogic

alpe

rspe

ctiv

es

Exc

erpt

s fr

om o

nlin

e le

ader

disc

ussi

on f

orum

with

the

epis

tem

olog

ical

per

spec

tives

Dom

ain:

Rol

e of

'tea

cher

'**

To

use

met

hods

aim

edat

und

erst

andi

ng (

BM

105)

To

crea

te r

appo

rtbe

twee

n st

uden

ts, a

nden

cour

age

self

expr

essi

on (

BM

114

)

To

chal

leng

e st

uden

tsto

thin

k an

d to

foc

us o

nun

ders

tand

ing

(BM

114)

Em

otio

nal r

ole

of th

e ot

her

** te

ache

rs/le

ader

s

The

oth

er is

invi

ted

orch

alle

nged

to b

ecom

ein

volv

ed w

ith th

e em

otio

nal

mea

ning

of

the

self

and

othe

rs.

The

oth

er is

idea

llyin

tere

sted

in a

ndem

otio

nally

com

mitt

ed to

the

emot

iona

l mea

ning

s of

the

self

oT

he o

ther

bec

omes

invo

lved

in c

halle

nges

of

emot

iona

lun

ders

tand

ing.

The

re is

pote

ntia

l mut

ual

enga

gem

ent a

nd in

crea

sed

emot

iona

l und

erst

andi

ng

Lea

ders

and

teac

hers

beg

in to

pur

sue

oppo

rtun

ities

to e

xplo

re e

mot

iona

lm

eani

ngs

toge

ther

Tea

cher

s an

d le

ader

s 'm

ove

tow

ard

the

dang

er' (

Mau

rer,

199

5) o

fen

gagi

ng in

em

otio

nal m

atte

rs,

thro

ugh

vari

ous

kind

s of

sel

f-di

sclo

sure

, som

etim

es in

con

trol

led

disc

ussi

on, s

omet

imes

in o

pen

disp

lay

of th

e ac

tual

em

otio

n.

Cou

nter

-cul

tura

lly, a

nd th

usco

unte

rint

uitiv

ely,

the

othe

r is

cons

ider

ed a

nd in

vite

d to

eng

age

as a

pote

ntia

l par

tner

in s

hare

d em

otio

nal

mea

ning

mak

ing

Rec

ipro

cal e

mot

iona

l mea

ning

mak

ing

exch

ange

s cr

eate

oppo

rtun

ities

for

dee

pene

d em

otio

nal

unde

rsta

ndin

g of

the

self

and

oth

er

So I

wen

t dow

n an

d sa

id m

y tw

oce

nts

wor

th a

bout

the

fact

that

,"D

on't

you

real

ize

that

you

've

got p

eopl

e re

ally

pis

sed

off.

And

that

you

've

got s

ome

peop

le h

ere

who

don

't fe

el a

s th

ough

thei

rfe

elin

gs c

ount

bec

ause

you

'rem

akin

g th

ese

deci

sion

s. A

nd I

know

you

r de

cisi

on is

pro

babl

yth

e bo

ttom

line

. But

..."

And

itw

as a

littl

e pa

tting

of

the

head

.A

nd I

was

ver

y an

gry

abou

t tha

t.

The

pri

ncip

al w

ho h

ired

my

depa

rtm

ent h

ead

over

me

rece

ntly

ret

ired

and

he

calle

d m

ein

to h

is o

ffic

e an

d sa

id "

my

bigg

est m

ista

ke a

t [th

e sc

hool

]in

volv

ed y

ou a

nd I

am

rea

llyso

rry

that

this

hap

pene

d. I

tsh

ould

nev

er h

ave

happ

ened

."T

hat m

ade

me

feel

rea

lly g

ood

that

he

did

real

ize

ther

e w

as a

mis

take

mad

e. ..

.He

didn

't ha

veto

say

that

to m

e.

[T]h

e be

st p

rinc

ipal

that

I'v

eev

er b

een

unde

r, ..

. she

rea

llyca

res

for

the

kids

mor

e th

an a

nyot

her

prin

cipa

l I'v

e w

orke

d fo

r.A

nd th

is is

rea

lly im

port

ant t

om

e....

she

's a

lway

s th

ere.

I r

eally

like

her

for

bein

g th

at w

ay.

A b

it of

hon

est t

empe

r on

my

part

see

ms

to h

ave

wor

ked

mor

e ef

fect

ivel

y th

an p

revi

ous

hour

s of

dis

cuss

ion.

And

Ith

ink,

par

tially

, bec

ause

sta

ff d

ofo

rget

you

're h

uman

, and

arg

uew

ith th

e po

sitio

n no

t the

per

son.

I'm s

ure

beca

use

of th

e pa

stm

any

of th

em ju

st 's

witc

h of

f,th

ey m

ake

the

righ

t noi

ses

atth

e tim

e, b

ut th

en g

o aw

ay to

do

just

wha

t the

y've

alw

ay s

don

e.I'm

not

sur

e th

ey u

nder

stan

dju

st h

ow f

rust

rate

d I

ambe

caus

e I

try

to k

eep

calm

inth

eir

pres

ence

, kee

ping

thin

gs'p

rofe

ssio

nal'

perh

aps

Ish

ould

tell

them

!

Som

e of

the

mos

t rel

axed

and

natu

ral c

onve

rsat

ions

I e

njoy

are

with

my

colle

ague

s ta

lkin

gab

out a

teac

hing

issu

e. W

e ar

eal

l 're

al' a

nd th

ey k

now

I'm

not

liste

ning

to a

sses

s th

em, b

ut to

lear

n m

ysel

f. ..

. I'm

bac

k at

my

poin

t abo

ut tr

uth

and

inte

grity

,es

peci

ally

fro

m th

e le

ader

ship

.If

all

utte

ranc

es a

re f

alse

,ne

ither

pra

ise

nor

advi

ce w

illha

ve s

igni

fica

nce.

The

tric

k is

to g

ive

and

rece

ive

advi

ce o

rcr

itici

sm in

an

open

, res

pons

ive

way

, not

def

ensi

ve.

Gra

dual

ly I

hav

e re

alis

ed th

athe

is a

n on

ly c

hild

and

hat

es n

otbe

ing

the

cent

re o

f at

tent

ion.

.:.ov

er th

e pa

st th

ree

year

s he

has

grad

ually

thaw

ed. H

e co

mes

for

advi

ce, d

iscu

sses

his

chi

ldre

n,jo

kes

with

me.

The

re w

asn'

t am

agic

cur

e, o

r ev

en a

set

of

activ

ities

I u

nder

took

. I r

ealis

edI

just

had

to le

t him

wor

k it

out;

... R

ecen

tly w

e ac

tual

ly ta

lked

27

34B

ES

TC

OP

YA

VA

ILA

BLE

35

Syno

psis

of

the

epis

tem

olog

ical

pers

pect

ives

(B

rew

, 200

1)Sy

nops

is o

f th

e em

otio

nal

epis

tem

olog

ical

per

spec

tives

.

Prop

osed

indi

cato

rs f

or th

e em

otio

nal

epis

tem

olog

ical

per

spec

tives

in th

e co

ntex

tof

lead

ing

and

teac

hing

Inte

rvie

w e

xcer

pts

from

teac

her

inte

rvie

ws

that

res

onat

e w

ith th

eem

otio

nal e

pist

emol

ogic

alpe

rspe

ctiv

es

Exc

erpt

s fr

om o

nlin

e le

ader

disc

ussi

on f

orum

with

the

epis

tem

olog

ical

per

spec

tives

abou

t his

per

cept

ions

of

the

scho

ol, m

e, h

is f

utur

e, h

isca

reer

. He

adm

its to

fee

ling

trap

ped

Dom

ain:

Rol

e of

pee

rsE

xper

ienc

ing

emot

iona

l mea

ning

I ne

ver

gave

muc

h th

ough

t to

with

pee

rsIt

took

us

abou

t thr

ee y

ears

toho

w th

e ot

her

staf

f fe

lt un

tilT

each

ers

with

in th

eir

own

grou

ps a

ndco

me

toge

ther

as

a te

am...

It w

asno

w!

I m

ust h

ave

been

aw

ful t

oPe

ers

take

on

a m

ore

Peer

s ta

ke o

n a

mor

e ac

tive

lead

ers

in th

eirs

, in

the

safe

ty o

f pe

erki

nd o

f lik

e a

mar

riag

e. W

e kn

eww

ork

with

.ac

tive

role

(B

M 1

05)

role

in th

e pe

rson

'sre

latio

nshi

ps w

ith tr

uste

d ot

hers

, dev

elop

whe

n on

e st

arte

d to

talk

wha

t the

Gre

ater

inte

rest

in th

eem

otio

nal m

eani

ng m

akin

gde

eper

cri

tical

fri

ends

hips

that

allo

w th

emne

xt r

espo

nse

was

goi

ng to

be.

It

1 -1 am

lear

ning

abo

ut]

my

styl

e

view

s of

pee

rs a

s th

eyG

reat

er in

tere

st in

the

to c

ritiq

ue e

ach

othe

r's w

ork

with

out

mad

e le

arni

ng a

nd te

achi

ngof

lead

ersh

ip a

nd it

s im

pact

(or

prov

ide

expo

sure

toem

otio

nal m

eani

ngs

ofth

reat

enin

g th

e m

ore

fully

dim

ensi

onal

and

real

ly e

xciti

ng b

ecau

se th

ere

was

Perc

eive

d im

pact

) on

thos

ep

new

idea

s (B

M 1

34,

/ /4)

othe

rs is

exp

erim

ente

d w

ithby

eng

agin

g in

ref

lect

ive

cultu

rally

sup

port

ed p

rofe

ssio

nal s

elf.

that

sha

ring

. Whe

n so

met

hing

happ

ened

with

a s

tude

nt, y

ou

wor

king

with

me.

It h

as h

elpe

dm

e be

mor

e an

alyt

ical

abo

ut th

e

colla

bora

tive

emot

iona

lsh

ared

you

r ob

serv

atio

n an

d it

effe

cts

lead

ers

have

on

thei

r

mea

ning

mak

ing

was

the

very

bes

t of

teac

hing

.st

aff

and

hope

fully

I tr

y to

adap

t to

fit i

n w

ith th

e ne

eds

ofth

ose

wor

king

with

me

[Sha

ring

em

otio

nal s

elf

with

peer

s on

line

gav

e ri

se to

thes

eki

nds

of r

evel

atio

ns a

bout

emot

iona

l im

pact

s on

oth

ers]

3828

37

Resilient relativism: connected contextual emotional knowing

The final modality is Resilient relativism: connected and contextual emotional knowing.When this sharing of emotional meaning making works, as it did most powerfully in theonline leadership conversation, there is emotional epistemological deepening, a discoveryof self and other, which empowers capacities to know and be known in emotional ways.This is the process of storying and restorying (Beattie, 1995) of having one's storiesinteract with another's and thereby creating and recreating relationship and professionalmeaning together. Leaders online together, began to consider their emotionalexperiences as valid, meaningful and useful. This was explicitly reported both in their,discussion of the online process at the time of the forum and in exit questionnaireresponses and follow up e-mail updates a year later. In the process of sharing theiremotional meanings with their colleagues there was evidence of a changing role of peers,from pragmatic allies to reflective partners. The discussion of emotion online createdchanges in their ways of knowing and seeing themselves and others. Distances betweenthemselves and teachers on staff were revisited, and a more fully dimensional view ofthese teachers allowed them to rethink and reexperience these people in emotionallycontextual ways. Recalling a public altercation with a teacher, one leader recounted thestory.

I saw red, and told him that everyone knew that he shouted the oddsbecause he was a frustrated manager himself, and that instead of criticisingevery management decision ever made perhaps he would one day have theguts to actually do something about his opinions instead of bullying staffand pupils alike. What made the situation even worse was that the meetingapplauded; he got up and stormed out of the room. Even at the time Ididn't feel any triumph; I only felt the rising tension in my stomach as Ifelt myself 'lose' it. Over the following couple of weeks civilities wereresumed. Over the past five years I have watched him and gradually cometo realise that he would never have the confidence to pit himself atinterview against anyone; he swings between believing he wouldn't get afair hearing to putting down the whole system of school appointments.Gradually I have also realised that he is an only child and hates not beingthe centre of attention.

Then, in the context of working online with her colleagues, the leader made more of aconnection with the teacher.

Recently we actually talked about his perceptions of the school, me, hisfuture, his career. He admits to feeling trapped, but has begun to see thathe himself made a decision about that over ten years ago. ... I just wishthat I'd taken the time to 'read' him before I reacted emotionally to his loudand hectoring manner. But then again, since that occasion I have tried toremember my disappointment in myself when faced with similar people,so maybe it wasn't all a total loss. But then maybe that's just me lookingfor self justification.

8829

In this story, there is evidence of the feeling rules about "losing it" and about the wish toread people emotionally before reacting to people emotionally. The usefulness of theleader's emotional meaning making system is suggested by her ability to reflect on thesituation in emotional ways, and by her ability to go back to the teacher after over fiveyears, and begin to connect with him. She also takes some comfort, despite her regret, forhaving learned from her experience. This emotional processing to balance the damagewith the learning is part of the relativist emotional way of experiencing, that is enhancedthrough the use of the emotional lens.

Reflection, which was not always simple or swift, became part of the leaders'praxis and emotional meaning making on the go, created the sense of more time andspace, not less, as they made room for themselves in a more emotionally integratedexperience of their own minds. Evidence of resilient relativism and connected contextualknowing began to appear in the online forum and was explicit in the exit interviews. Oneleader had been asked how she found the time to participate in the online forum. Sheacknowledged that at first it seemed difficult but as the forum progressed she declared,"I've mentioned this forum, although not its contents, and the majority response has been'how do you find the time?' Now I know I need to find the time." Leaders had begun toexperience ways of making emotional meaning with their peers and on the go, in theirwork, and they liked it. They also delighted in being known in connection with theirpeers, which affirmed their emotional selves, and added a new dimension to theiremotional epistemologies. The process is fluid and active. It is depicted as a spiralprogression that loops back and forth in an ever deepening emotional epistemology. SeeFigure 1.

Tab

le 4

. Res

ilien

t rel

ativ

ism

: con

nect

ed c

onte

xtua

l em

otio

nal k

now

ing

Syno

psis

of

the

epis

tem

olog

ical

pers

pect

ives

(B

rew

, 200

1)Sy

nops

is o

f th

e em

otio

nal

epis

tem

olog

ical

per

spec

tives

Prop

osed

indi

cato

rs f

or th

eem

otio

nal e

pist

emol

ogic

alpe

rspe

ctiv

es in

the

cont

ext o

fle

adin

g an

d te

achi

ng

Inte

rvie

w e

xcer

pts

from

teac

her

inte

rvie

ws

that

res

onat

e w

ith th

eem

otio

nal e

pist

emol

ogic

alpe

rspe

ctiv

es

Exc

erpt

s fr

om o

nlin

e le

ader

disc

ussi

on f

orum

with

the

epis

tem

olog

ical

per

spec

tives

Dom

ain:

Per

cept

ion

ofPe

rcep

tion

of e

mot

iona

lL

eade

rs a

nd te

ache

rs w

ho a

reI

have

suc

h a

need

to h

ave

know

ledg

ekn

owle

dge

occu

rs in

an

enga

ged

in r

esili

ent c

onne

cted

peop

le li

ke m

e or

wan

t to

wor

kK

now

ledg

e is

inhe

rent

lyin

tegr

ated

sel

f th

at is

no

long

erco

ntex

tual

em

otio

nal k

now

ing

can

with

me

that

I s

omet

imes

tend

toun

cert

ain

and

open

to m

any

divi

ded

or is

olat

ed f

rom

oth

ers

and

do m

ake

mea

ning

toge

ther

.op

erat

e fr

om a

ske

wed

inte

rpre

tatio

ns (

BM

137

,E

mot

iona

l kno

win

g is

Dif

feri

ngar

e sh

ared

Our

VP

here

is v

ery

supp

ortiv

e.pe

rspe

ctiv

e. I

als

o w

ant p

eopl

e to

146)

Not

trou

bled

by

expe

rien

ced

as in

here

ntly

pers

pect

ives

and

disc

usse

d op

enly

and

And

I th

ink

it's

the

abili

ty to

go

feel

sup

port

ed a

nd e

ncou

rage

d to

ambi

guity

, and

are

ent

iced

unce

rtai

n an

d op

en to

man

yfr

eque

ntly

, in

an e

mbr

aced

in a

nd s

ee h

er a

nd n

ot f

eel t

hat

take

ris

ks, b

ut f

eel t

hat I

may

be

by it

s co

mpl

exity

(B

137

,in

terp

reta

tions

. Em

otio

nal

'ped

agog

y of

dis

com

fort

' (B

oler

,w

e ar

e in

terr

uptin

g...E

very

tim

epr

even

ting

them

fro

m g

row

ing

139,

/40)

dist

urba

nce

that

cre

ates

1999

). E

ven

whe

n em

otio

ns a

reth

at I

go

to s

ee h

er, I

alw

ays

feel

thro

ugh

my

over

prot

ectiv

eam

bigu

ity is

trea

ted

with

dist

urbi

ng, t

he c

omm

itmen

t to

that

my

conc

ern

or p

robl

em o

rap

proa

ch. I

oft

en w

onde

r if

Intu

ition

may

dec

eive

, tru

thin

tere

st a

nd in

crea

sing

conn

ecte

dnes

s en

sure

s en

duri

ngsi

tuat

ion

is a

n im

port

ant o

ne a

ndot

hers

fee

l the

mse

lves

is n

ot im

med

iate

lyco

nfid

ence

.re

latio

nshi

p.sh

e gi

ves

me

the

time

for

that

fluc

tuat

ing

as m

uch

as I

do.

acce

ssib

le. S

peak

ing

ofte

nD

espi

te in

itial

fee

lings

and

and

I ha

ve a

lot o

f re

spec

t for

requ

ires

con

scio

us,

delib

erat

e, s

yste

mat

icfi

rst e

mot

iona

l res

pons

es,

emot

iona

l kno

win

g is

Mak

ing

emot

iona

l mea

ning

with

othe

rs b

ecom

es a

hab

it of

min

dth

at in

the

sens

e th

at s

he d

oes

that

with

out m

akin

g m

e fe

el th

at

Cri

tical

turn

ing

poin

ts a

refu

ndam

enta

lly e

mot

iona

l....

anal

ysis

(B

93,

94)

unde

rsto

od to

req

uire

Em

otio

nal m

eani

ng m

akin

gI

have

to h

urry

thro

ugh.

...I

fin

dbe

caus

e I

wou

ldn'

t hav

e m

ade

deep

er c

ount

erin

tuiti

vebe

com

es o

ne o

f m

any

valid

way

sth

at v

ery

rein

forc

ing

as a

teac

her

that

dev

elop

men

t if

I ha

dn't

been

Kno

wle

dge

is c

onte

xtua

l, to

be ju

dged

on

the

basi

s of

sear

ch f

or m

eani

ng.

The

pro

cess

of

sear

chin

g fo

rof

exp

lori

ng a

nd in

terp

retin

g

The

bro

ades

t con

text

is s

ough

t

beca

use

I fe

el I

'm b

eing

list

ened

to b

y he

r.

conf

ront

ed b

y a

sign

ific

ant

'pai

n'. I

kno

w th

at it

can

be

argu

ed th

at p

revi

ous

even

ts c

anev

iden

ce (

BM

171

; B 1

38)

emot

iona

l mea

ning

dee

pens

in o

rder

to d

eter

min

e op

timal

also

em

bitte

r an

d sh

utte

r us

, but

broa

dens

to in

clud

e no

t onl

yin

terp

reta

tions

in a

n in

clus

ive

and

that

is, I

thin

k, s

till e

ssen

tially

aon

e's

own

deep

er a

nd w

ider

inte

grat

ive

proc

ess

of e

mot

iona

llype

rson

al c

hoic

e. S

o, o

n ba

lanc

e, I

emot

iona

l con

text

s bu

t als

oco

ntex

tual

ized

, sha

red

asse

ssm

ent

hope

I d

on't

mak

e to

o m

any

Som

e id

eas

are

mor

e va

lidth

ose

of o

ther

s.an

d m

eani

ng m

akin

gm

ore

mis

take

s, b

ut th

at w

hen

Ith

an o

ther

s (B

M 1

70),

som

eC

onte

xtua

l em

otio

nal

do th

at I

lear

n pr

actic

ally

and

trut

hs a

re tr

uer

than

oth

ers

(B 9

3)kn

owin

g be

com

es a

par

t of

one'

s in

tegr

ated

sen

se o

fju

dgem

ent a

nd m

eani

ngm

akin

g al

one

and

with

oth

ers

emot

iona

lly f

rom

them

.

Dom

ain:

Rol

e of

lear

ner

Inne

r em

otio

nal k

now

ing

Rat

her

than

hol

d a

grud

ge, I

just

Whe

n I

repl

ay k

ey e

mot

iona

l

The

dev

elop

men

t of

The

abi

lity

to 'm

ove

tow

ard

Cou

rage

to e

nter

con

tent

ious

acce

pted

the

situ

atio

n as

it w

as. I

scen

es w

ith s

taff

and

fin

d m

ysel

f

indi

vidu

ally

cre

ated

the

dang

er' (

Mau

rer,

199

5)an

d se

nsiti

ve e

mot

iona

lto

ld h

er th

at I

did

n't a

ppre

ciat

ew

antin

g, it

's o

ften

bec

ause

I

pers

pect

ives

is e

nhan

ced

of e

mot

iona

l ter

rito

ry is

terr

itory

and

to c

atal

yze

criti

cal

how

she

mad

e m

e fe

el, a

nd I

have

n't a

llow

ed m

ysel

f tim

e to

beca

use

the

risk

of

bein

gen

hanc

ed th

roug

h th

eco

llabo

ratio

n bu

ilds

with

didn

't ap

prec

iate

how

she

was

deal

with

the

issu

es m

ysel

f so

my

wro

ng is

elim

inat

ed (

BM

146)

valid

atio

n of

inne

rem

otio

ns. T

he f

ear

of b

eing

expe

rien

ce a

nd s

hare

d pr

actic

esp

eaki

ng to

me

and

left

it a

t tha

t,be

caus

e th

at's

all

I co

uld

do. A

ndre

spon

ses

are

born

e m

ore

out o

fm

y ne

eds,

per

cept

ions

and

wro

ng is

elim

inat

ed.

we

talk

, and

we

joke

aro

und

still

.W

e st

ill h

ave

a fi

ne r

elat

ions

hip,

but s

he k

now

s ho

w I

fel

t.

imm

edia

te e

mot

ion

than

out

of

that

em

path

y th

at d

evel

ops

with

refl

ectio

n an

d th

ough

t.

4031

BE

ST

CO

PY

AV

AIL

AB

LE

Syno

psis

of

the

epis

tem

olog

ical

pers

pect

ives

(B

rew

, 200

1)Sy

nops

is o

f th

e em

otio

nal

epis

tem

olog

ical

per

spec

tives

Prop

osed

indi

cato

rs f

or th

eem

otio

nal e

pist

emol

ogic

alpe

rspe

ctiv

es in

the

cont

ext o

fle

adin

g an

d te

achi

ng

Inte

rvie

w e

xcer

pts

from

teac

her

inte

rvie

ws

that

res

onat

e w

ith th

eem

otio

nal e

pist

emol

ogic

alpe

rspe

ctiv

es

Exc

erpt

s fr

om o

nlin

e le

ader

disc

ussi

on f

orum

with

the

epis

tem

olog

ical

per

spec

tives

Feel

fre

e to

exp

ress

thei

rvi

ews,

inve

st ti

me

inth

inki

ng f

or th

emse

lves

(B

M14

0, 1

42)

Exc

hang

e an

d co

mpa

repe

rspe

ctiv

es (

BM

171

)

Inte

grat

e an

d ap

ply

know

ledg

e (B

M 1

71; B

/34)

_

Feel

fre

e to

exp

ress

emot

iona

l mea

ning

s an

d to

inve

st ti

me

in th

e se

lf's

inne

r pr

oces

ses.

Em

otio

nsar

e no

long

er a

sou

rce

ofsh

ame

and

fear

Con

nect

ions

bet

wee

n co

rean

d em

otio

nal s

elf

exte

nds

to th

e pr

ojec

ted

self

whi

chca

n th

en e

xcha

nge

and

com

pare

per

spec

tives

with

othe

rs.

Em

otio

nal m

eani

ng m

akin

gbe

com

es u

sefu

l and

isap

plie

d co

ntin

uous

ly a

s an

inte

grat

ed m

odal

ity o

f m

ind

Bot

h te

ache

rs a

nd le

ader

sen

gage

with

eac

h ot

her

in th

efr

ee e

xcha

nge

of f

eelin

gsin

terp

reta

tions

and

mea

ning

sth

at r

espe

cts

the

who

le p

erso

n.A

cces

s to

exp

ande

d kn

owle

dge

base

fro

m s

hare

d em

otio

nal

mea

ning

ena

bles

inte

grat

edap

plic

atio

n of

this

new

know

ledg

e. T

he n

eed

for

chan

ge b

ecom

es e

vide

nt a

ndca

n be

em

brac

ed w

ith le

ssre

sist

ance

due

to s

hare

dem

otio

nal u

nder

stan

ding

.

I fi

nd th

e cu

rren

t pri

ncip

al a

ndvi

ce p

rinc

ipal

to b

e ve

rysu

ppor

tive.

The

y're

ver

yco

nsci

ous

of b

eing

equ

itabl

e in

thei

r de

cisi

on m

akin

g. A

nd th

eyle

ave

oppo

rtun

ities

wid

e op

en.

And

I a

ppre

ciat

e th

at. A

nd th

eygo

out

of

thei

r w

ay to

be

resp

ectf

ul o

f yo

ur o

pini

on a

nd o

fyo

ur g

oals

.

Ess

entia

lly th

e pe

rson

ble

w th

eir

top.

..d I

had

to c

ope

with

itan

an d

I ju

st d

ealt

with

it. A

nd I

was

real

ly d

isap

poin

ted.

..ups

et b

yit.

..[bu

t] I

can

und

erst

and

that

peop

le m

ake

erro

rs in

judg

emen

t.

I do

that

a lo

t mys

elf

and

I fe

elth

at I

was

fai

rly

trea

ted

afte

nvor

ds. T

here

was

a g

enui

nere

gret

ther

e. T

here

was

an

apol

ogy

and

it w

as d

ealt

with

.

refl

ectio

n an

d th

ough

t.

I ho

pe th

at I

can

con

tinue

to h

ave

staf

f co

me

to m

e ab

out t

heir

idea

s fo

r ch

angi

ng th

ings

for

the

bette

r.I

wou

ld th

ink

even

thos

ear

who

app

ear

toug

h sk

inne

d ar

ehu

rt b

y th

e tr

uth

... w

hen

itap

pear

s ne

gativ

e ...

and

eve

nth

ough

it h

urts

we

shou

ldco

nsid

er o

urse

lves

for

tuna

te if

we

are

priv

ilege

d to

hea

r th

etr

uth.

At l

east

we

can

look

at

wha

t we

have

hea

rd a

nd d

ecid

e if

we

need

to c

hang

e.

Thi

s is

not

a jo

b to

do

behi

nd a

faça

de, a

t lea

st n

ot f

or m

e. I

've

give

n up

on

the

'hea

dshi

p ef

fect

',ex

cept

with

str

oppy

par

ents

.

The

rea

lity

is th

at I

do

not f

ind

itim

poss

ible

to d

eal w

ith c

ritic

ism

if, i

n so

doi

ng, I

am

fur

ther

ing

the

deve

lopm

ent o

f th

e sc

hool

or

the

staf

f.I

wou

ld li

ke to

thin

kth

at b

y fa

cing

cri

ticis

m in

this

way

ove

r th

e ye

ars,

the

nega

tive,

dam

agin

g an

d so

met

imes

pers

onal

cri

ticis

ms

have

bec

ome

mor

e co

nstr

uctiv

e an

d ev

en th

em

ost n

egat

ive

do s

omet

imes

sugg

est a

nsw

ers

and

even

volu

ntee

r to

hel

p.

432

43

Syno

psis

of

the

epis

tem

olog

ical

pers

pect

ives

(B

rew

, 200

1)Sy

nops

is o

f th

e em

otio

nal

epis

tem

olog

ical

per

spec

tives

Prop

osed

indi

cato

rs f

or th

eem

otio

nal e

pist

emol

ogic

alpe

rspe

ctiv

es in

the

cont

ext o

fle

adin

g an

d te

achi

ng

Inte

rvie

w e

xcer

pts

from

teac

her

inte

rvie

ws

that

res

onat

e w

ith th

eem

otio

nal e

pist

emol

ogic

alpe

rspe

ctiv

es

Exc

erpt

s fr

om o

nlin

e le

ader

disc

ussi

on f

orum

with

the

epis

tem

olog

ical

per

spec

tives

Dom

ain:

Rol

e of

teac

her

Aut

hori

ties

are

no lo

nger

view

ed a

s th

e on

ly s

ourc

e of

know

ledg

e (B

M 1

37)

Pref

er te

ache

rs w

hopr

omot

e in

depe

nden

tth

inki

ng a

nd e

xcha

nge

ofop

inio

ns (

BM

139

)Pr

omot

es a

pplic

atio

n of

know

ledg

e in

con

text

(B

M/7

1) p

rom

otes

eva

luat

ive

disc

ussi

on o

f pe

rspe

ctiv

es(B

M 1

71)

Exp

erts

nee

d to

con

vey

hum

ility

abo

ut th

eir

know

ledg

e ar

ea (

B 1

39)

Em

otio

nal r

ole

of th

e ot

her

The

sel

fs e

mot

iona

lau

thor

ity b

ecom

es o

ne o

fse

vera

l sou

rces

of

mea

ning

Pref

eren

ces

for

inde

pend

ent

emot

iona

l kno

win

g is

exte

nded

to o

ther

s in

reci

proc

al e

xcha

nge

Min

imiz

ing

spur

ious

emot

iona

lity

(ben

zin

1984

)be

com

es p

ossi

ble

with

emot

iona

l mea

ning

on

the

agen

daE

mot

iona

l kno

wle

dge

and

unde

rsta

ndin

g is

not

use

d as

a w

eapo

n to

man

ipul

ate

orin

timid

ate

othe

rs. E

mot

iona

lw

isdo

m a

s op

pose

d to

emot

iona

l int

ellig

ence

sugg

ests

mor

e lis

teni

ng a

ndco

nnec

ting

and

inte

grat

ing

than

ana

lyzi

ng, e

valu

atin

gan

d ju

dgin

g.

Aut

hori

ty f

or m

eani

ng m

akin

gre

side

s w

ithin

the

self

of

teac

hers

and

lead

ers

who

rem

ain

conn

ecte

d to

eac

h ot

her

in s

hare

d m

oral

pur

pose

.A

sym

met

rica

l em

otio

nal

reci

proc

ity (

You

ng, 1

999)

betw

een

teac

hers

and

lead

ers

allo

ws

cont

rast

ing

and

conf

lictin

g pe

rspe

ctiv

es to

coex

ist w

ithou

t und

erm

inin

gth

e co

nnec

ted

cultu

re.

Con

form

ing

to th

e cu

lture

beco

mes

bei

ng o

nese

lf.

Em

otio

nal a

war

enes

sen

gend

ers

sens

itivi

ty a

nd tr

ust

rath

er th

an m

anip

ulat

ion

as th

eem

otio

ns o

f th

e se

lf a

re o

ffer

edan

d vu

lner

abili

ty is

sha

red.

Thi

s fo

ster

s hu

mili

ty a

ndw

isdo

m in

car

ing

(Nod

ding

s,19

84)

Tea

cher

s an

d le

ader

s be

com

epe

ers

in s

hare

d em

otio

nal

unde

rsta

ndin

g,

He

mad

e su

re th

at I

cha

nged

my

wor

ksho

ps w

hen

I di

dn't

wan

t to

... H

e ch

alle

nged

me

to c

hang

em

y pr

actic

e. W

e w

ould

arg

uean

d ye

t the

res

pect

leve

lco

ntin

ued

to im

prov

e. I

t was

alw

ays

on a

pro

fess

iona

l lev

el.

I re

mem

ber

one

prin

cipa

l....

inhi

s ow

n qu

iet w

ay, [

he]

was

abl

eto

ack

now

ledg

e w

hat y

ou w

ere

ando

ing.

The

re w

asal

lpe

rvas

ive

feel

ing

in th

at s

choo

lth

at h

e kn

ew w

hat y

ou w

ere

abou

t. H

e di

d it

in v

ery

smal

lw

ays.

It c

ould

be

a sm

ile. I

tco

uld

be a

not

e in

you

r m

ailb

ox.

It c

ould

be

a ch

at o

ver

coff

ee.

Som

ehow

he

conv

eyed

it. H

ew

as v

ery

prof

essi

onal

.

My

firs

t adm

inis

trat

or w

as v

ery

dyna

mic

... H

e w

as in

my

clas

sal

the

time

and

wou

ld te

ll m

ew

heth

er I

was

doi

ng a

goo

d jo

bor

not

whi

ch w

as im

port

ant t

om

e.

I fi

nd th

e cu

rren

t pri

ncip

al to

be

so c

oope

rativ

e an

d so

gen

uine

.N

o m

atte

r w

hat y

ou d

o, y

ou f

eel

good

abo

ut it

bec

ause

he'

s re

ally

help

ful.

I fe

lt pr

oud

that

she

thou

ght

high

ly o

f m

e, a

nd th

at s

he h

adfa

ith in

me.

I a

lso

felt

a se

nse

ofca

mar

ader

ie th

at w

e w

ere

toge

ther

. I n

ever

fel

t tha

t she

was

my

boss

and

I h

er w

orke

r. I

neve

r fe

lt th

at w

ay.

If a

pro

blem

app

ears

dur

ing

adi

scus

sion

that

has

not

bee

nan

ticip

ated

, it i

s pu

t for

the

agen

da o

f ou

r ne

xt s

taff

mee

ting

and

then

we

have

tim

e to

pla

nho

w it

will

be

deal

t with

and

part

icul

arly

to a

ntic

ipat

e ho

w it

mig

ht b

e pe

rson

aliz

ed. I

f th

is is

aco

ncer

n, w

e ar

rang

e th

efa

cilit

atio

n so

that

the

issu

e ca

nbe

dis

cuss

ed in

a w

ay th

at d

oes

not i

njur

e or

off

end

but r

athe

rm

oves

us

all o

nwar

ds.

If a

con

tent

ious

sub

ject

is to

be

disc

usse

d, it

's b

est p

repa

red

with

a cl

ear

mec

hani

sm f

or in

volv

ing

ever

yone

in th

e di

scus

sion

and

taki

ng a

ll co

mm

ents

on

boar

d.Sm

alle

r gr

oups

wor

k be

tter

and

Ino

tice

that

thos

e w

ho a

rein

clin

ed to

be

nega

tive

whe

nth

ey h

old

the

floo

r en

gage

inm

ore

posi

tive

disc

ours

e in

smal

ler

grou

ps.

I fe

el if

sta

ff m

embe

rs k

now

that

they

are

sup

port

ed, i

f th

ey a

reno

t put

dow

n, if

ther

e is

gen

uine

inte

rest

in w

hat t

hey'

re d

oing

inth

eir

clas

sroo

ms

they

can

for

give

som

e of

the

day

to d

ay g

litch

esSu

ppor

t is

also

so

impo

rtan

t.

33B

EST

CO

PYA

VA

ILA

BL

E

Syno

psis

of

the

epis

tem

olog

ical

pers

pect

ives

(B

rew

, 200

1)Sy

nops

is o

f th

e em

otio

nal

epis

tem

olog

ical

per

spec

tives

Prop

osed

indi

cato

rs f

or th

eem

otio

nal e

pist

emol

ogic

alpe

rspe

ctiv

es in

the

cont

ext o

fle

adin

g an

d te

achi

ng

Inte

rvie

w e

xcer

pts

from

teac

her

inte

rvie

ws

that

res

onat

e w

ith th

eem

otio

nal e

pist

emol

ogic

alpe

rspe

ctiv

es

Exc

erpt

s fr

om o

nlin

e le

ader

disc

ussi

on f

orum

with

the

epis

tem

olog

ical

per

spec

tives

Dom

ain:

Rol

e of

pee

rsE

xper

ienc

ing

emot

iona

l mea

ning

"He

stoo

d th

ere

for

the

who

leI

got t

he ti

ngle

s ye

t aga

in w

hen

Iw

ith p

eers

prac

tice

and

wat

ched

. And

at t

here

ad th

at y

ou h

ad r

erea

d m

yA

ll op

inio

ns a

ccep

ted,

advo

cate

list

enin

g to

oth

er's

All

emot

iona

l mea

ning

s ar

ePe

ers

beco

me

sign

ific

ant

cont

ribu

tors

to o

ne's

em

otio

nal

end

he s

aid,

... "

you'

reab

solu

tely

am

azin

g. I

can

'tw

ords

and

fou

nd s

ome

use/

mea

ning

in th

em. I

get

an

inte

rpre

tatio

ns a

ndin

vite

d an

d re

spec

ted.

unde

rsta

ndin

gbe

lieve

you

're d

oing

this

afte

r"e

lect

ric

shoc

k" u

p th

e ba

ck o

fes

pous

ing

thei

r ow

n (B

MSh

arin

g on

e's

own

scho

ol a

nd y

ou're

spe

ndin

gm

y ne

ck w

hen

I se

e so

meo

ne14

7)em

otio

nal m

eani

ngSu

ppor

t for

and

ent

itlem

ent t

oho

urs

here

toge

ther

. Loo

k ho

wre

spon

d to

me

pers

onal

ly ..

..yes

beco

mes

a n

atur

al p

art o

fbe

ing

unde

cide

d w

hile

happ

y th

ey a

re."

... I

t was

ait

is a

bout

fee

ling

know

n. I

can

't

Peer

s' k

now

ledg

e is

val

ued

the

inte

ract

ive

proc

ess.

All

othe

rs b

ecom

ein

tegr

atin

g fu

ller

unde

rsta

ndin

g. T

akin

g tim

eco

mpl

etel

y sp

onta

neou

s th

ing,

and

it w

as s

omet

hing

I n

eede

d at

help

fee

ling

that

this

vir

tual

wor

ld is

mor

e po

wer

ful t

han

the

whe

n it

is ju

stif

ied

(BM

175

)em

otio

nal p

eers

inan

d m

akin

g sp

ace

for

the

self

the

time

too

beca

use

I th

ough

t it

real

ver

sion

.

A c

apac

ity f

or s

peak

ing

conn

ecte

d an

d co

oper

ativ

em

eani

ng m

akin

g by

vir

tue

of th

e em

otio

nally

conn

ecte

d kn

owin

g.

and

othe

rs to

sor

t thr

ough

the

laye

rs o

f em

otio

nal m

eani

ngC

reat

ing

a cu

lture

of

capa

city

and

safe

spa

ce f

or s

peak

ing

and

was

n't g

oing

to c

ome

toge

ther

...

and

it w

as ju

st w

hat I

nee

ded,

and

just

wha

t the

kid

s ne

eded

...

.It w

as e

xtre

mel

y po

sitiv

e"

Nan

is s

o ri

ght.

At t

he b

egin

ning

I fo

und

it di

ffic

ult t

o fi

nd ti

me;

now

its'

a 't

reat

' to

get o

n lin

e.T

he c

onve

rsat

ions

hav

e m

ade

me

with

and

list

enin

g to

oth

ers

liste

ning

to o

ther

s ab

out r

eal

refl

ect s

o m

uch

mor

e, c

onsi

der

.

whi

le s

imul

tane

ousl

yC

apac

ity f

or s

peak

ing

abou

tfe

elin

gs a

nd c

onvi

ctio

ns.

my

appr

oach

es, a

ppla

ud m

ysp

eaki

ng a

nd li

sten

ing

toem

otio

nal m

atte

rs a

ndIn

tegr

atio

n of

pas

sion

of

colle

ague

s on

-lin

e, w

here

ver

the

self

(B

145

)lis

teni

ng to

oth

ers

whi

lepu

rpos

e an

d be

lief

with

they

are

. Lik

e N

an, I

've

sim

ulta

neou

sly

spea

king

proa

ctiv

e pr

ofes

sion

al p

ract

ice.

men

tione

d th

is f

orum

, alth

ough

and

liste

ning

to th

eB

roke

n si

lenc

es f

ree

colle

ctiv

eno

t its

con

tent

s, a

nd th

e m

ajor

ityem

otio

nal s

elf.

Voi

ce o

fen

ergi

es f

or m

eani

ngfu

lre

spon

se h

as b

een

'how

do

you

emot

iona

l int

erna

l dia

logu

eex

chan

ge a

nd d

eep

find

the

time'

?' N

ow I

kno

w I

beco

mes

via

ble

and

valu

ed.

tran

sfor

mat

ion.

need

to f

ind

the

time.

4734

47

The reinforcing spiral 'progression' as loop B.R. Beatty, 2002

Unexamined emotional self

o Experiencing self as emotional

o Restorying (Beattie, 1995) self by sharing of self as emotional

o Connecting with the other through the emotional self

o Reconnecting with the self through the emotional other

o Connecting with the self and other through the emotional self aemotional knower deepened emotional epistemology

35 48

CONCLUSION

The complex emotionally interwoven dynamics of leadership work depicts teachers and leaders in acombination of highs and lows, pleasures and pains, that defines the external terrain and shapes theinternal landscape of many educational leaders' and teachers' lives. Powerful cultural imperatives toremain in control, and representative of the whole school at all times had an impact on leaders' personalidentities. Lacking the freedom to know and show themselves, in deference to their service to the greatergood of their schools, in the process, the loss of accessibility to emotional meaning making in aninternally integrated way may be dictating an emotional constraint pattern not unlike that of a bonsaitree, shaped and re-formed to suit the strictures of controlling influences beyond themselves. Highlycomplicit yet largely unconscious of any choice in the matter, leaders and teachers can remain willingvictims in their service to the whole.

The notion of silence was adopted and expanded upon in this paper to draw attention to itsexperience as a defensive or offensive strategy for retaining or regaining power or protection in therelationships between teacher and leaders. Within this perspective, one's own emotional meaning makingis perceived to be of no value. The reasons for rules about acceptable and unacceptable projected selfremain unconsidered. Authorities external to self hold relevant knowledge about membership, but do notshare it. Such crucial knowledge seems to exist only outside the self. Dissonance between projected selfand inner self-feelings are experienced as self not knowing or being known and with the likelihood ofself-feelings being disapproved of by others. Associated is a lack of awareness and validation of coreemotions of self. An unexamined meta-emotional chain reaction of concern about how self is viewed byothers creates a cycle of emotional management that involves constant self-surveillance and associatedanxiety, fear, anticipated further disconnection and shame which tends to maintain the imperative forsilence.

Interaction is often limited self-censored and strictly proscribed. Interactions are often threateningor anxiety inducing to the self as the hidden self remains unknown. This quality of the interaction remainslargely unconsidered. The self remains hidden to avoid win lose encounters. The emotional reward ispursuing a goal of feeling safe. Active pursuit of emotional equilibrium is attempted through self-silencing and selective or non-interaction. Procedural rules for successful entry into connection withothers remains unclear, seems contradictory or problematic.

The absolute knower is engaged in applying external emotional authorities' feeling rules andliving by them. During transitional relativism, experiments with congruence between inner and projectedemotional self can lead to moments of revelation that promote further transition. They can also lead tohasty reversion to absolutist safety, due to shaming for breaking the feeling rules. It depends on the degreeof support and personal reflection and awareness that accompanies the transitional experience. Whenemotional meaning making is validated and used in daily discourse and reflection it becomes self-sustaining and foundational to relativist perspectives. The subjectivities of the self, once affirmed andvalued create a deepened emotional epistemological perspective that supports with curiosity and care, themultiple emotional realities and associated variety of perspectives of others. Evidence of thistransformation effect appeared in the online experience with the leaders. Signs of its potential power wereclear from teacher stories too.

Thus the progression back and forth from silence to absolutism to transition and resilientconnected knowing can occur over and over, as different emotional experiences are encountered. Theprocess is fluid and dynamic, with powerful potential for educational change.

36 4 9

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