Negative Leaders in School: Extending Ideas from the DRACON Project
Chapter
Abstract
This chapter builds on findings from initial DRACON research in schools through a project focusing on negative leaders, and marks an extension of DRACON related work into the United Kingdom. Clear evidence of the power of peer teaching as a means of exploring conflict had been established in earlier research, and in the case study described here two adolescent girls who had exhibited challenging behaviour in their secondary school became the drama teachers for a group of primary students. The outcome of the project highlighted significant transformative possibilities and opportunities for wider personal and interpersonal learning on a number of levels for negative leaders. The chapter demonstrates how two young women were able to develop empathy, understanding and self-esteem through peer teaching drama. It maps some of the personal challenges these young women faced as teachers, and how their involvement in the project ultimately led to re-engagement in school and more positive relationships in that context.
Keywords
Case study Negative leaders Peer teaching Learning Re-engagementReferences
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