Beyond the Village: Engaging Parents as Agents of Change in Developing Future Leaders
Beyond the Village: Engaging Parents as Agents of Change in Developing Future Leaders
Cortha McMillian Pringle | 2017
Abstract
The job of developing leaders is plaguing the minds of many as we look at political and social leaders who often lack the temperament, moral fortitude, and judgment to be considered serious contenders in leading our nation and world. Since entering the 21st century, our world has changed rapidly. Our world has become more interconnected by the incredible power of the digital age of personal computers, iPads, cell phones, and social media. You can literally stay connected with anyone and everyone, anywhere and anytime, who has access to these electronic tools. Some research contends that leadership development should start before the age of 18. In reality, most leadership development opportunities do not start until a person is promoted to a management position after they have been working a few years. For years, many have focused on the village concept of preparing children for the future.
Globalization has created a need for leaders who have the conviction to connect across borders of diversity, change, and time where the status quo is no longer acceptable. During this time of change, leaders are needed who have the ability to share the vision with their followers to create organizations that can move past stereotypes, prejudices, and stagnant mindsets. This fast-paced environment needs leaders who are willing to push themselves and others towards a world that is bound together by our connections and able to move past the brokenness of our differences.
How do we move from an isolated village mentality to an engaged global community that is focused on growing leaders who are not only life-long learners, but culturally aware to handle the issues facing our world? As parents, we must understand the importance of our role in developing global thinkers and leaders. This project will focus on how parents can become agents of change by working with community partners to assist their child and schools in creating conditions for perpetual learning. This process is not simply learning a new system, but creating an environment wherein innovation and experimentation are not just tasks, but are an integral part of the learning process to develop leaders who are benefitting from collaborative teams made up of parents, schools, and the community.