This is a narrative inquiry of Dr. Joan Wynne’s transformative leadership in education that traces the roots of Wynne’s social justice activism and rich descriptions and examples of her transformative leadership qualities. Akin to a Russian doll, integrity is the overall case within which all of Wynne’s transformative leadership qualities reside—constant love and caring for others; respect for other’s ideas, and the shifting of their perspectives; deep and active listening skills; the ability to build and maintain networks of relationships; commitment to the theory and practice of social justice; and hope in the power of youth to enact positive social change.
CantarowE.O’MalleyS. (1980). Moving the mountain: Women working for social change. Feminist Press at the City University of New York.
4.
ClandininD. J.ConnellyF. M. (2000). Narrative inquiry: Experience and story in qualitative research. Jossey-Bass.
5.
DeweyJ. (1938). Experience and education. Kappa Delta Pi.
6.
GlencrossA. (2015). From ‘doing history’ to thinking historically: Historical consciousness across history and international relations. International Relations, 29(4), 413–433.
7.
HillC.MillerK.BensonK.HandleyG. (2016). Barriers and bias: The status of women leadership. American Association of University Women.
McAlpineL. (2016). Why might you use narrative methodology? A story about narrative. Estonian Journal of Education, 4(1), 32–57.
10.
RegulskaJ. (2021). Women and equity in higher education: Eradicating barriers in a post-pandemic world. In American Council on Education and the Center for International Higher Education at Boston College (Eds.), Women’s representation in higher education leadership around the world, (pp. 8–10). American Council on Education and the Center for International Higher Education at Boston College.
11.
RemenN. R. (2006). Kitchen table wisdom: Stories that heal (10th anniversary ed.). Riverhead Books.
12.
ShieldsC. M. (2010). Transformative leadership: Working for equity in diverse contexts. Educational Administration Quarterly, 46(4), 558–589.
ThoresonR. (2015, May 12). Ryan Thoreson on the struggles, achievements and foibles of a quarter century of transnational LGBT activism. Queered Spaces & Queerer Ecologies. http://gordonbrentingram.ca/thenewpovertydietplan/?p=618
17.
TuckettA. (2018). Adult education for a change: Advocacy, learning festivals, migration, and the pursuit of equity and social justice. Journal of Adult and Continuing Education, 27(1), 121–135. https://doi.org/10.1177/1477971418796650
18.
WeltonM. (2005). Designing the just learning society: A critical inquiry. NIACE Publishers.
19.
WynneJ. T. (2005). The elephant in the classroom: Racism in school reform. Counterpoints, 246, 58–88.
20.
WynneJ. T. (2009). Grassroots leadership for the 21st century: Leading by not leading. In KhineM. S.SalehM. I. (Eds.), Transformative leadership and educational excellence: Learning organizations in the information age (pp.87–100). Sense Publishers.
21.
WynneJ.T.DelpitL.D.MilesR.E. (2012). Confessions of a White educator: Stories in search of justice and diversity. Kendall Hunt Publishing Company.
22.
WynneJ. T. (2017). Strong people don’t need strong leaders. In NormoreA. H.BrooksJ. S. (Eds.), The dark side of leadership: Identifying and overcoming unethical practice in organizations (pp. 95–112). Emerald Group Publishing Ltd.
23.
WynneJ. T. (2019). Reckoning with our roots: Unearthing injustice to find our way. Kendall Hunt Publishing Company.
24.
The Young People’s Project. (n.d.). The Young People’s Project. https://www.typp.org/
