Students' perspectives on leadership: Interpretations of symbolic, social and cultural capital

Article

Keeffe, Mary and Andrews, Dorothy. 2011. "Students' perspectives on leadership: Interpretations of symbolic, social and cultural capital." Leading and Managing. 17 (2), pp. 21-35.
Article Title

Students' perspectives on leadership: Interpretations of symbolic, social and cultural capital

ERA Journal ID19932
Article CategoryArticle
AuthorsKeeffe, Mary (Author) and Andrews, Dorothy (Author)
Journal TitleLeading and Managing
Journal Citation17 (2), pp. 21-35
Number of Pages15
Year2011
PublisherAustralian Council for Educational Leaders (ACEL)
Place of PublicationPenrith, NSW
ISSN0310-8767
1329-4539
Abstract

The nature of student leadership in schools may be changing to reflect an increase in the importance of social networking over educational gain. To understand these trends it is important to speak with students and investigate leadership from their perspective. A range of
adolescent responsive methodologies were used in this study to facilitate student interpretations of leadership contexts. The methods included drama vignettes, photovoice and mind mapping. The student perspectives were analysed using Bourdieu's (1977) notions of habitus, field and capital to understand how students saw leadership, self and education converge or partition. The study found that students were able to understand and accept symbolic and social forms of capital but they were unable to make an explicit link between student leadership and educational gain. This raises the proposition that student understandings of leadership are grounded in social, rather than pedagogical experiences.

Keywordsleadership; symbolic capital; social capital; cultural capital
ANZSRC Field of Research 2020399999. Other education not elsewhere classified
390403. Educational administration, management and leadership
390306. Secondary education
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Byline AffiliationsLa Trobe University
Faculty of Education
Institution of OriginUniversity of Southern Queensland
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