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An autoethnographic inquiry into the development of my leadership identity as a leader in a Muslim faith school
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Hamood, Tariq (2020) An autoethnographic inquiry into the development of my leadership identity as a leader in a Muslim faith school. PhD thesis, University of Warwick.
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Official URL: http://webcat.warwick.ac.uk/record=b3709801
Abstract
The central purpose of this study is to examine the formation and development of my leadership identity as a BME Muslim Briton leading in a British Muslim faith school. This study aims to examine aspects of my professional life in addition to my personal life as a Muslim Briton given the current global, political climate toward to Islam. This is done with the intention of unpacking the complexities and challenges I face on a daily basis to help understand how my Muslim faith identity has influenced the formation of my leadership identity. The fundamental question I will be engaging with is how does my Muslim faith identity affect the development of my leadership identity?
This study examines leadership identity development through the lens of social identity theory of leadership, a concept that borrows from both social identity and social categorisation theories. Using these models, leadership is understood to be a relational process that is the product of the social system and not necessarily held in the hands of particular individuals. Although this study is focused on educational leadership, concepts are adopted mainly from the social sciences such as leader prototypically (is she/he ‘one of us’?), and ingroups/outgroups to frame how leaders are accepted and rejected. The various stages of leadership identity development are explored moving from individual to higher levels of collective thinking, which in its most basic form is the shift from ‘I’ to ‘we’. The particular focus of this study provides a rare in-depth glimpse into the leadership identity development of a Muslim working in the British education system. The thesis is presented as an autoethnography of the experiences of a BME Muslim in a British Muslim faith school holding a position of middle leadership. This has been done in an attempt to address the neglected areas of religious beliefs in concepts such as self-categorisation theory (Shah, 2006) and identities in leadership development (Edge, Descours and Oxley, 2017). This study highlights the importance that followers and leaders attach to being considered as ‘one of us’ within groups (prototypicality). More specifically, this work brings to attention the importance of taking into consideration how deeply rooted Muslim beliefs are in relation to ‘contributing to their cause’ as a central purpose in life. Research published on social identity theory on the group level is mainly theoretical with limited empirical studies (Haslam et al., 2017), most of which are mainly experimental (Epitropaki, Kark, Mainemelis and Lord, 2017). This study is intended to broaden the approaches to researching this particular area of leadership studies by examining real life experiences.
Item Type: | Thesis (PhD) | ||||
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Subjects: | L Education > LC Special aspects of education | ||||
Library of Congress Subject Headings (LCSH): | Educational leadership -- Great Britain, Muslim educators -- Great Britain, Ethnology -- Authorship, Muslims -- Great Britain, Islam -- Study and teaching -- Great Britain, Muslims -- Education -- Great Britain, School management and organization -- Great Britain | ||||
Official Date: | February 2020 | ||||
Dates: |
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Institution: | University of Warwick | ||||
Theses Department: | Centre for Education Studies | ||||
Thesis Type: | PhD | ||||
Publication Status: | Unpublished | ||||
Supervisor(s)/Advisor: | Moorosi, Pontso | ||||
Extent: | 183 leaves | ||||
Language: | eng |
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