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The study also traces an evolving cultural ecology within a department and doctoral program, emphasizing preparation defined by democratic, socially just leadership.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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peer-reviewed, accepted, and endorsed by the National Council of Professors of Educational Administration (NCPEA) as a significant contribution to the scholarship and practice of  \nschool administration and K-12 education.  \nPatrick M. Jenlink  \nStephen F. Austin State University  \nThe purpose of this critical ethnographic study was to examine the nature and meaning of cultural ecology in relation to preparing scholar–practitioner leaders. The ethnography focused on how the discourses and practices within the disciplinary setting of leadership preparation shape the identity of social scholar– practitioner leaders. The ethnographic study drew from Steward’s (2005) writings on cultural ecology and Foucault’s (1979, 1980) writings on “regimes of truth” and power/knowledge relationships, to frame a lens for examining the cultural forces at work in and through an ecology of the leadership preparation program. The author examined the cultural ecology of leadership preparation that is defined, in part, by developing scholar– practitioners as democratic, socially just leaders. Also examined is the evolution of a cultural ecology within the Department and the doctoral program.  \nEditors Note: Patrick M. Jenlink is a distinguished Professor of doctoral studies in the Department of Secondary Education and Educational Leadership and Director of the Educational Research Center at Stephen F. Austin State University. In each ELRDR issue, we will highlight an exemplary model of doctoral research. He has authored numerous articles, guest edited journals, authored or co-authored numerous chapters in books, and authored, edited or co-edited several books. Along with his accomplishments in our field, Dr. Jenlink’s stellar study serves as a model for the recent doctoral graduates whose research and writing is featured for this ELRDR issue.  \nIntroduction  \nConceptions of educational leadership are embedded within the culture that surrounds them. This may be said of leadership preparation as well. There is, in this sense, a cultural ecology of leadership preparation and practice. Social psychological and cultural approaches to leadership preparation and practice often highlight the relational aspects of leadership, focusing on that which transpires between individuals in relationships of varying natures.  \nWithin the cultural contexts of leadership as a discipline situated in educational settings, shifting patterns of social practice among educational leaders suggest a concern for naïve overspecialization engendered by disciplinarity; a affect of discourses and practices that work within a cultural ecology (Steward, 2005) of leadership preparation.  \nNCPEA Education Leadership Review of Doctoral Research, Vol. 1, No. 1 – March 2014 ISSN: 1532-0723 © 2014 National Council of Professors of Educational Administration  \nThis manuscript may not be used commercially or edited. When quoting portions of this text, attribution  \nto the author/s is required.  \nHerein lies an important consideration for what Foucault (1979) termed “disciplinary practices” and how these practices inform or otherwise shape the preparation of educational leaders, particularly when “disciplinary practices” are viewed as forms of knowledge. Disciplinary or disciplining practices refer “to a set of discourses, norms, and routines that shape the ways in which a field of study such as educational administration and its related practices . . . constitute themselves”(Anderson & Grinsberg, 1998, p. 330) .  \nEducational administration/leadership, as a field of study and practice, is a discipline that has a culture defined, in part, by its theoretical, epistemological, and pedagogical practices. Within these disciplining practices there are preparation concerns related to“regimes of truth”(Foucault, 1980) that shape the social identity and the social practices of educationa","cbCailFyyHOLSEyD","https://ap.wps.com/l/cbCailFyyHOLSEyD","pdf",257997,24,"English","# Introduction\n# Purpose/Objectives\n# Disciplinary Practices and Regimes of Truth","[{\"question\":\"What is the study’s main focus?\",\"answer\":\"The study examines the nature and meaning of cultural ecology in preparing scholar–practitioner leaders, emphasizing how disciplinary discourses and practices shape leader identity.\"},{\"question\":\"Which theoretical sources are used to frame the analysis?\",\"answer\":\"The analysis draws on Steward’s (2005) writings on cultural ecology and Foucault’s (1979, 1980) work on “regimes of truth” and power/knowledge relationships.\"},{\"question\":\"How does the study characterize leadership preparation as a cultural ecology?\",\"answer\":\"Leadership preparation is treated as embedded in cultural contexts, where policy/procedure, curriculum, and pedagogies produce accepted “truths” that function as guides for identity and social practice.\"}]","The Cultural Ecology of Scholar-Practitioner Leaders - An Ethnographic Study of Leadership | PDF",1792093407]