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Dickie and Leadership Through Practice  \nRebecca Priegert Coulter  \nDonalda Dickie’s name is synonymous with the development of progressive education in English Canada, yet little has been written about her life and work. This biography reclaims Dickie’s life from the scattered sources she left behind, suggesting that her career illustrates how women provided leadership in education in the first half of the twentieth century, when they were largely excluded from positions of formal authority. Through normal school teaching, textbook writing, curriculum and program development, and other strategies, Dickie promulgated her views on learning and teaching to a wide audience to make a significant contribution to Canadian education.  \nKey words: biography, teacher educators, progressive education, Alberta education  \nLe nom de Donalda Dickie est synonyme d’enseignement progressif au Canada anglais, mais rares sont les écrits sur sa vie et son œuvre. Cette biographie, quireconstitue la vie de Mme Dickie à partir de sources éparses, semble indiquer que sa carrière illustre comment les femmes ont fait preuve de leadership en éducation au cours de la première moitié du XXe siècle, période durant laquelle elles étaientnéanmoins exclues des postes d’autorité . À travers son enseignement, les manuelsqu’elle a rédigé, les programmes scolaires qu’elle a élaboré et d’autres stratégies, Donalda Dickie a fait connaître sa vision de l’apprentissage et de l’enseignement à un vaste auditoire, apportant ainsi une importante contribution à l’éducation au Canada.  \nMots clés : biographie, pédagogues chargés de la formation à l’enseignement, enseignement progressif, éducation en Alberta.  \nDonalda James Dickie (1883Ȭ1972) was a progressive educator whose career illustrates how women provide leadership in education even as they are excluded from positions of formal authority. A normal school instructor for most of her paid working life, Dickie educated teachers, wrote textbooks for students and teachers, developed programs of study  \nCANADIAN JOURNAL OF EDUCATION 28, 4 (2005): 669Ȭ699  \nand curriculum materials, and actively participated in the wider educational and women’s communities. She exercised what can be called the power of practice to provide direction to the education of children and teachers across Canada. Indeed, Dickie marshalled a capacity for intellectual work, a deep understanding of the actual nature of classrooms, and an ability to sustain a lifelong commitment to the heavy demands of teaching, research, and writing to become one of Canada’s most influential educational leaders during the first half of the twentiethȬcentury.  \nAlthough democratic, populist, and feminist impulses have extended the meaning of leadership to include roles well beyond formal positions of authority held by appointment within a hierarchical structure, we know remarkably little about how female educators exercised leadership historically. Dickie’s story opens up questions about the nature and form of women’s leadership in state systems of schooling, forcing us to consider how women in the past “did leadership” while being denied recognition as leaders. Indeed, so strong was the discursive exclusion of women from notions of public leadership that Dickie probably did not even recognize herself as a leader; rather, like so many women, she would have described herself as a person who“just got things done.”1 Certainly this is how she was described by her colleagues who saw her as a “doer” or, as a younger male contemporary put it, “the little red hen” of Alberta education,2 a reference simultaneously laudatory and derisive and reminding us of the ambivalence that confronts women of ambition. Dickie, herself, claimed to be “just a teacher.”3 Precisely as a “doer” and a teacher, however, she provided leadership within an increasingly selfȬconscious teaching profession, a reason why she was so widely recognized in her time as a central","cbCaio2VdzoPii80","https://ap.wps.com/l/cbCaio2VdzoPii80","pdf",221813,31,"English","# Overview\n## Progressive education and excluded authority\n# Career and educational contributions\n## Teaching, textbooks, and curriculum\n## Networks, collaboration, mentoring\n# Leadership as practice\n## Power of practice and philosophical foundations\n## Feminist and democratic leadership questions","[{\"question\":\"What is the core purpose of the biography about Donalda J. Dickie?\",\"answer\":\"It reclaims Dickie’s life and work from scattered sources and explains how her career demonstrates women’s leadership in education despite lacking formal authority roles.\"},{\"question\":\"How did Donalda J. Dickie exercise influence in teacher education?\",\"answer\":\"She worked as a normal school instructor, taught teachers, wrote textbooks, and developed programs of study and curriculum materials that spread her views on learning and teaching.\"},{\"question\":\"What two principles are identified as shaping her instructional leadership?\",\"answer\":\"She built leadership through collaboration and strong relationships within the largely female teaching force, and she combined a political and educational humanist philosophy with usable, practical curriculum and classroom ideas.\"}]","Getting Things Done - Donalda J. Dickie and Leadership Through Practice | PDF",1792083094,48]