Exploring the Relations between “Soul” and “Role”: Learning from the Courage to Lead

Abstract

In this article, the authors consider how participants in a year-long, transformative professional development program for public school leaders took up and/or ignored insights when they left the sanctity of the retreats and returned to work. The program, called the Courage to Lead, aims to help school leaders to reconnect their “soul” (an essential, inner self) with their “role” so that they can live and work with integrity. Drawing on insights from social practice theory and critical psychology, the authors present two case studies that show why ideas from the retreats were held tentatively in one case and embraced more fully in another. Based on the analysis of interviews with focal participants and participant observation during the professional development program, the authors found that to transfer core principles from the retreat to work, the participants needed their own personal motivations to do so as well as institutional roles that lent themselves to acting on their insights. This research contributes to our growing appreciation for the complex relations between the self and learning in social and cultural contexts.