000			02811 a2200181 4500
999			_c32119 _d32119
001			nam a22 7a 4500
020			_a9781514487341
082			_a370.5 NA MI
100			_aNakayiza, Elizabeth _98503
245			_aMindfulness for educational leadership in the 21st century : _bquest for mindful leadership in education reforms in Uganda _cElizabeth Nakayiza
260			_aNew York : _bXlibris, _cc2016.
300			_axiii, 95 p. : _bill. ; _c23 cm.
520			_aThis book proposes a method for making educational systems and their curriculum leaderships in Sub-Saharan Africa --particularly Uganda --relevant, functional and generative in the current unfolding of a fast-paced, technology-driven future that prompts questions about educational leadership in a society where many traditional educational systems are failing. The book poses the following question: What might constitute effective leadership in our heightened global nexus of realities often described as globalization? Non-human technologies are moving people away from connections that once strengthened human relationships and fostered collective actions. Too many workplace pressures and demands cause educational leaders to function on autopilot without involving others in the process of mindful leadership of educational reform. Focusing on mindfulness, its application in different educational settings, and its advantages for educational leadership, this book argues that contemporary meditation practices and their benefits can inform effective, successful 21st-century leadership practices in Africa, particularly Uganda. It draws on numerous theories from literature in the fields of business and management, medicine, psychology, theology, and the social and behavioral sciences. The selected theories represent the growing research grounded in contemporary thoughts on leadership epistemology, with inclination toward the mindfulness that grows out of regular practice of meditation. The book concludes with the argument that collective, mindful educational leadership emerges when all stakeholders are able to participate in the leadership of their institution or school and contribute to the entire system's development. If practiced regularly, mindfulness would conduce to healthier collaborative behavior that would markedly improve Ugandan and other African educational systems. This kind of mindful leadership requires each stakeholder to lead from inside the self and interconnection with others in a profound way. This means leading by listening attentively and intently and embracing one another's voice non-judgmentally, for the common good.
650			_aLeaderships _98504
650			_aEducational systems _98505
856			_uhttps://uowd.box.com/s/phx3dczdq5u89k98m9rt2ewwlhj2q4ma _zLocation Map
942			_cREGULAR