Biography and other forms of life writing have been neglected sources in teaching educational administration. The main reasons for this neglect can be traced to the field's positivistic definition of science and research methods that marginalized anything not considered "objective." These biases continue to dominate the major texts and approaches. Change has been fostered by a concern for the absence of morality in preparing educational leaders, a continuing confusion between management and leadership, and emerging concerns for preparing the "reflective practitioner." How instructors of educational administration use biography and other forms of life writing is dependent on how they view the efficacy of the field. Criteria are presented by which instructors can select forms of life writing for use in graduate curricula and methodological examples are discussed as to how they may be used in the process of instruction.
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