FESE HandBook v03c 15112023 MEV- COMPLETO - Flipbook - Página 56
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ALGUNAS PERSPECTIVAS EN LIDERAZGO ESCOLAR / PRIMERA PARTE
CONCLUSION
Gestating this piece of writing took many months. Hopefully everyone
who reads this will view yourself as a learning leader or, at least, you are
open to being persuaded that you need to be. Some readers may think
that I am overly optimistic in my proposal for language change. For me
this misses the point. The learning orientation inherent in learning leadership is by nature positive and open, rather than sceptical or even cynical. It is not just the 8icing on the cake9 or a 8pleasant little extra9 to choose
these kinds of words; it is fundamental to a deep and serious approach to
learning the most positive ways to create the kind of environment that
can help change mindsets, bring people together in challenging times
through shared understandings and move them forward. These words
are active rather than passive, adaptive not prescriptive, empowering
instead of constraining, collectively rather than individually oriented,
and multidirectional not unidirectional. Many of the words or short
phrases are related to the process of bringing about change. Changing
language is by no means easy. It takes determined effort to use certain
words and expressions rather than others. It may well necessitate changing ingrained habits, challenging others in how they use language and,
of course, challenging yourself. Language has to have a meaning for the
people using it and meaning needs to be shared throughout an organisation or system to generate power and sustainability. It has to be owned,
to feel that it belongs. It is about new learning for everyone, which of
course can be really hard, but it starts with you.
