Abstract
This article presents a brief critical overview of leadership theory and curriculum and suggests alternatives to meet the challenges of a changing global society. Its main purposes are twofold: 1) to provide a rationale for, and propose the inclusion of paradigms and perspectives that have been absent from traditional leadership theories and programs; and 2) to initiate a theoretical discussion on democratic leadership theories on a global scale in gifted education. The author does not intend to present the ideas set forth in this article as the final version of a global leadership theory, but as a working model that is more inclusive than the models presently in use in the field.
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