"That's a Wrap!" A Book Review Finale

Now that I'm well into the writing stage, I’ve pretty much finished reading novels, short stories, and plays (although I may manage to sneak in a couple more if I’m lucky!), but there were a few stragglers which didn’t get included in my last book review post. So, in this ‘finale’ book review blog, I have three books to appraise, a long list of ‘what-I-wish-I-could-read-if-I-had-time,' a short reflective vignette on how my reading experiences have evolved over the last 7-8 months, and ‘My Feminist Bookshelf’ recommendations. There is just so much great information in this post!

(The massive pile of books I currently have out from the library! I'm still trying to work out how on earth I'm going to get them all back to uni - a wheelbarrow or three?!)

1. The Help (2009) by Kathryn Stockett

Applicability Rating: 8/10

Relevant Themes: Collaborative leadership, women’s stories & perspectives, intersectionality/racial issues, authentic leadership & engagement

Key Thoughts: I don’t usually make a habit of reading a book after I’ve watched the movie, but The Help is a real gem, even if you already have the inside scoop on all the best spoilers. Set in the deep-south in 1962, Stockett’s well-loved novel is narrated by three extraordinary women – twenty-two year old Skeeter, a privileged yet ambitious white girl, and two black maids, the wise and regal Aibileen and her best friend Minny, the sassiest maid in all of Jackson, Mississippi, but also the best cook. In terms of leadership, the whole story is concerned with addressing what Keith Grint would no doubt call a ‘wicked’ problem – the ill treatment of black maids, and more widely, racism in 1960s America. Using Ladkin's leadership 'moment' framework, a general outline of this overarching leadership theme might look something like this:

Leadership ‘Moment’	Context	Purpose	Relationships between leader/s & followers	Relevant W & L Themes/Issues
‘Wicked’ problem Solution: writing a book to encourage social justice	1960s Mississippi Racism Oppressive rules (Jim Crow Laws) Women in sole charge of households (domestic sphere)	Starting a social movement for change. Addressing the ways black and white women view and treat one another (with reference to wider society)	Power-with Authentic engagement Collaboration on a joint project	Leadership moving between women Women's leadership in times of crisis Intersectionality

While the novel could be examined holistically (as a ‘whole’ rather than ‘parts’), this framework can also be applied to more specific ‘moments’ within the story. For example:

Specific Leadership ‘Moments’	Context	Purpose	Relationship between leaders & followers	Relevant W & L Discussion Questions
Skeeter & Aibileen working closely together to write and publish a book. Examples from text: p. ??? p. ??? p. ???	Expectations & perceptions – Skeeter is white and Aibileen is black Fear of discovery Social stigma Skeeter expected to marry, start a family & fit in with the social set rather than pursue a career	Collecting stories from black maids to show what really goes on in white households, and by doing so, expose & address the terrible racial issues in Jackson	Task as the ‘leader’ Collaboration Power ‘with’ Developing trust Support networks	What goes on between women when the task acts as the ‘leader’? What expectations do Aibileen and Skeeter bring to their leader-leader relationship? Etc…

My infatuation with this book was subdued somewhat after I read an essay by Roxane Gay in Bad Feminist. As a black woman herself, Gay claims the book and movie both do a rather poor job of dealing with racial issues (there is a shorter version of this article online: 'Bad Movie, Worse Book'). She specifically takes issue with the typical stereotypes Stockett (who is white) adopts for her black characters – the selfless and loving nanny, the abusive black husband, the sassy, big-mouthed maid who’s always getting into trouble. And whereas Skeeter, the young white protagonist, gets to ‘follow her dreams’ as a result of publishing the book, Aibileen is fired from her job and her future hangs in the balance. It’s really tricky because I think the temptation here, for me at least, would be to use the story for its excellent examples of leadership but ignore race (and more specifically, black women's leadership experiences) since it complicates, and even overshadows, what could be termed the more useful ‘all-women’ or ‘universal’ lessons. I’ll add this book to my long list, but I think until I’m more up-to-the-play with racial issues, critical race theory and intersectional analysis I couldn’t do it real justice.

2. Base Ten (2009) by Maryann Lesert

Applicability Rating: 6.5/10

Relevant Themes: Work-life balance difficulties for women, navigating the double-bind, women in male-dominated fields, agentic vs. communal behaviours

Key Thoughts: I branched out a bit with this book as it’s definitely not on any bestseller or prize-winning lists. In fact, it seems to have flown largely under the radar and is not even available in New Zealand (I had to order it off Book Depository). Published by The Feminist Press in 2009, Base Ten deals with some very topical – though largely invisible – issues to do with women’s careers versus traditional family responsibilities. Although somewhat heavy on the details and perhaps 100 pages too long, I did find the story quite fascinating, particularly in the very human way it approached the double bind most women will face at some point in their lives: a highly rewarding and brilliant career or motherhood. For astrophysicist Jillian Greer who has always dreamed of going into space, the tensions between the real and all-encompassing (but equally frustrating) love she has for her children and the inevitable consequences motherhood has for her once brilliant career in the male-dominated realm of the sciences, is almost enough to drive her mad. She could have achieved so much and yet… While the novel is not so much about leadership as it is about self-discovery, it also interrogates the underlying social structures which govern how the workplace is currently organised - Why are women still a minority in some industries? Why are women still being confronted with having to make a ‘sacrificial choice’ between a fulfilling career and family? Why hasn’t society and the workplace adapted? What can be done?

However, I have mixed feelings about recommending this book. It's not overly gripping or exciting. Yes it's clever and thoughtful, but realistically, as a book club recommendation, participants would struggle to get the whole way through. Sadly, I can see most people designating it to the category of tedious and onerous 'should reads.'

3. The Gate to Women's Country (1988) by Sheri S. Tepper

Applicability Rating: 8.5/10

Relevant Themes: Matriarchal societies, women in power, male/female leadership differences, ethical & moral decision-making

Key Thoughts: This is one of those books that you either simply love or hate (or love to hate as the case may be). Personally, I was equally enthralled and horrified...I couldn't get it out of my head and I just had to keep reading in every spare moment until I'd made it to the unsettling and surprising end. It gives me goosebumps just thinking about it! In summary, the novel is set in a post-apocalyptic dystopian world where only two extreme political alternatives exist: an oppressive, in-bred polygamist faction that subscribes to patriarchal religious fundamentalism which disconcertingly is not so far removed from some religious sects that could be found today, and a closely controlled matriarchal dictatorship known as Women’s Country. In an attempt to avoid another devastating world war, most of the men in Women’s Country are only allowed to live in closed military garrisons outside the cities. They provide protection from bandits, thieves and other garrisons. While men may leave the garrisons between the ages of 15 to 25 to become peace-loving ‘servitors,’ only a very few choose to do so. The women, on the other hand, manage the economy and are entirely responsible for the government, as well as agriculture, industry, learning and science. The ensuing story is narrated primarily from the perspective of Stavia, the devoted yet errant daughter of a leading councilwoman, as she comes to terms with her place, and the place of others, in Women’s Country.

Although Tepper seems to hold that male and female differences in temperament and nature are primarily biological, I think she leaves enough room for the reader to challenge her conceptions of gender. Women’s Country is by no means a utopian society even though women do hold most of the power, and there are vast consequences arising from such a rigid social system. A fact which is not lost on the leading Councilwomen, who call themselves the ‘Damned Few’ as a result. So with its thoughtful application of cultural feminism and a healthy dose of Greek mythology, this story can be labelled both provocative and memorable, raising manifold questions about the nature of male and female differences, both as leaders and followers, in a world completely at odds with itself.  

4. The Long Way to a Small, Angry Planet (2015) by Becky Chambers

Applicability Rating: 5/10

Relevant Themes: Follower-leader dynamics, crisis situations, gender fluidity (play)

Key Thoughts: I picked this sci-fi novel up because it’s been longlisted for the 2016 Baileys Women’s Prize for Fiction. And I also found it fascinating that Chambers financed this book (both the final writing stages and the self-publishing costs) by successfully campaigning through Kickstarter, a popular crowdfunding website. A fantastic idea, no?

I’m not overly familiar with the sci-fi genre, it seems that the label encompasses a wide variety of different styles and content. Whereas Le Guin’s sci-fi is serious, thoughtful and dystopian, Chambers’ style is much more comic, contemporary, and…teen fiction-y. Imagine a fictional galaxy something akin to Star Wars and you’re halfway there. It’s set in a post-apocalyptic era; the human race have only escaped their dying planet (which has been devastated due to humanity’s propensity for rampant self-destruction – I’m looking at you America!) and resettled on Mars. But out in the galaxy there’s a whole plethora of different intelligent species and advanced civilizations (and it almost goes without saying, much more intelligent than humans). On a tunneling ship captained by a human we meet at least five different varieties of these diverse galactic species. Chambers goes all-out explaining what these fantastical creatures look like – colourful feathers, boneless goo, shimmering scales…I couldn’t help but think of something akin to the cast of characters from Monsters, Inc. And after that funny unprompted mind-association, I completely lost my ability to take this novel too seriously.

While the story is entertaining and clever (Chambers has a vibrant and fun imagination), personally, I think she is trying to achieve too much in this novel. There’s some form of critique and/or message for literally EVERYTHING. Sustainability, the environment, climate change, war & peace, terrorism, racism, acceptance, corporate greed, LGQBT, the political system, colonialism, body modification, artificial intelligence, inter-species sex…that one weirded me out a little bit to be honest. Chambers appears set on trying to take on the entire world, or should I say, galaxy (except for feminism, oddly enough). And I’m not saying that these aren’t all important issues, but can a 300-odd page book really do them any sort of justice?

While the key female character, Rosemary,  is subject to a lot of the action, she fell short of my personal requirements for an interesting and engaging leader/follower. Furthermore, because of all the 'messages' Chambers is trying to get across and drill into her audience, the story/plot feels diluted; simply a vehicle for a political agenda. I really wanted to like this book, but I just couldn't. In one word: frustrating. 

So why even bother reviewing this novel? I decided to include this review because it demonstrates how finding appropriate stories is always a matter of trial-and-error. I thought this would be a great choice as according to the summary and reviews I read it featured a decent female lead, controversial/topical issues, an interesting leadership setting, had been nominated for notable prizes...but it just goes to show, until you have a book in your hands and start reading, looking at reviews and summaries is always going to be a hit-and-miss process. In this way it hints at the sheer amount of time and effort it has taken to read and then reflect on almost 50 books and short story collections (as well as read reviews and summaries for well over 200+ books) in order to create a high quality and workable long list.

 

Listomania

While I’m probably not going to get a chance to read them this time around, on my “if-I-didn’t-sleep-and-just-studied” list I have:

• The Stargazer’s Sister by Carrie Brown
• The Women's Pages by Debra Adelaide
• People of the Book by Geraldine Brooks
• The Story of the Lost Child by Elena Ferrante
• Little Aunt Crane by Geling Yan
• Sister Noon by Karen Joy Fowler
• Everything I Never Told You by Celeste Ng
• The Green Road by Anne Enright
• Starlight Peninsula by Charlotte Grimshaw
• Kindred by Octavia E. Butler
• Impossible Saints by Michèle Roberts
• Cleopatra’s Shadow by Emily Holleman
• Penelopiad by Margaret Atwood
• Everything and anything by Alice Hoffman, Ursula Le Guin, and Charlotte Rogan
• More short story collections – like Sisters of the Revolution: A Feminist Speculative Fiction Anthology (almost finished this one actually! A captivating, spine-tingling collection).

Also missing from my 'top 50'  list are New Zealand authors. I hate to admit that apart from Patricia Grace, Eleanor Catton and Katherine Mansfield,  I've read very few NZ women writers. But unless I set out on another reading mission, I'm not sure how to rectify this in the short term. It may be something I need to redress if I did a phD (I could spend 2-3 months researching and reading 10-15 novels/stories by NZ women writers) and it will be a limitation for this study.

A Few Reflections on Reading

As my blog and thesis have developed, my ‘reviews’ have concurrently evolved from short, almost timid summaries, to (mostly) thoughtful critiques and detailed appraisals. As a point of comparison, consider my review for The Secret Life of Bees which I wrote back in August 2015:

A clear work environment (the honey business) where there is leadership and followership between women. August Boatwright exemplifies authentic leadership in its fullest sense, i.e. heart leadership, solid values, passionate engagement, self-discipline. Since the story is told from perspective of Lily, I could investigate how women respond to authentic leadership and female support.

This is still a good summary, it’s all extremely relevant information. But I can’t help but feel there was a certain reticence which marred my textual analysis when I first started this project. I also wasn't entirely sure of what I was looking for or how I should talk about the texts.

Turning my gaze back, I can identify changes in how I read and think about my selected stories. My critical thinking skills (for this subject at least) have improved, and I feel that I can more easily recognise leadership 'moments' and what is going on in the 'spaces between' people/characters. But it's not only a matter of practical skills-based improvements, reading fictional stories in tandem with leadership theory has provided me with so many deeply engaging and memorable examples and case studies of women's leadership in action. There are two particular 'case' examples I keep returning to again and again. Firstly, the story of Sarah Grimke in The Invention of Wings [my review says it all here]; I still feel that I can identify with Sarah (the 'reluctant leader') as her story is a 'real-to-me' case study. Secondly, I often find myself reflecting on The Lifeboat and the epic leadership 'crisis' and subsequent power struggle it portrayed (hmm, I might need to rethink my short list...). 
In addition, as a young woman myself, reading well-written women's stories that feature complex and diverse characters has given me more confidence in my own leadership capabilities (personal agency), as well as greater awareness of the pitfalls and problems within the leadership 'labyrinth' (as Eagly and Carli would say) and how I might navigate them in the future. I have been my own experimental guinea pig!

The ‘Feminism’ Shelf

It’s one thing to say you’re a feminist, but another to know and understand what that really means beyond “Yes, I believe in gender equality” (not that that's wrong by any means!). ‘Feminism,’ as a concept/theory/ideology/method (etc!), is extremely multi-faceted. It’s something to struggle with and make sense of over a protracted period of time, maybe even your whole life. In fact, for me at least, learning about and engaging with feminism discourses and theories has been a transformative experience.

When I started my thesis I didn’t fully comprehend the definitive differences between cultural feminism and liberal feminism, let alone what the terms ‘gender binary’ or ‘intersectionality’ meant. And I was absolutely clueless where poststructuralist feminism was concerned. I thought I knew a little bit about first, second, and third-wave feminism, but post-feminism? Not really. And sociological perspectives on ‘gender’ and ‘sex’ – why on earth didn’t I take a sociology paper at undergrad level?! I’ve tried hard to improve my understanding and knowledge of feminism over the last 8 months (a ‘crash-course’ approach to learning), so I am by no means an expert, but as part of “That’s a Wrap!” I couldn’t pass up the opportunity to recommend a few feminist books I’ve found particularly enlightening, entertaining, and inspiring.

These books are easy to read and easily accessible from the public libaray. For me they made feminism more relatable and applicable to daily life experiences, without getting overly theoretical or contentious about it:

• We Should All Be Feminists by Chimamanda Ngozi Adichie
• The Dance of the Dissident Daughter by Sue Monk Kidd (I’ve written about this book here).
• Bad Feminist by Roxane Gay (oh wait, Gay is quite contentious!)
• The Myth of Mars and Venus: Do Men and Women Really Speak Different Languages? By Deborah Cameron (Cameron’s blog, language:a feminist guide, is really interesting too!)
• Living Dolls: The Return of Sexism by Natasha Walters
• And I’m just about to start reading Feminism is for Everybody by bell hooks

I tried to read Caitlan Moran’s very popular, part memoir, part manifesto – How to Be a Woman, but I found it to be too flippant. Similarly, while Full Frontal Feminism by Jessica Valenti had some good points, overall it lacked depth and made feminism seem overly simplistic (and she swears like a trooper…I mean there are only so many expletives you can handle in a non-fiction book before it becomes annoying). Both these books take a decidedly liberal feminist stance.

For your coffee table: Jacky Fleming's The Trouble With Women. This clever and satirical illustrated book will be sure to get some good conversations/arguments started!

But for the more serious reader:

• Modern Misogyny: Anti-Feminist in a Post-Feminist Era by Kristin J. Anderson

This has got to be one of my all-time favourites! I won’t go into any detail here since I’ve already written about this book in an earlier post [check it out here]. But I will say, even if the title sounds negative, Anderson does an excellent job of exploring the current mainstream attitudes towards feminism. An eye-opening read!

• Delusions of Gender: How Our Minds, Society, and Neurosexism Create Difference by Cordelia Fine

I’ll admit it – I had trouble understanding everything in this book. It’s dense and filled with ‘science-speak,' and since I have little background in science, or more specifically, neuroscience and psychology, it was a tough read for me! Saying that, it’s still worth the effort. Fine is relentless in her close analysis of the current research on the brain, working hard to disprove or at least seriously bring into question claims that we have either a ‘male’ brain or a ‘female’ brain from which all behaviour in society eventuates. You know that argument – ‘Women are too intuitive for math, and men are too focused for housework.' For me this book is freeing - too often we come up with excuses for our behavior or other peoples behavior along the lines of 'oh well, she's a woman so..." or "you can't expect a guy to...because he just isn't wired that way." And sure, you can't throw out the baby with the bathwater, there are some small differences in biological brain make-up. BUT...as Fine points out, direct correlations between male/female brains and what would stereotypically be considered male and female behaviors aren't scientifically proven, and the experiments which have been done are full of holes. I mean really:

While this image makes the idea of female/male brains seem silly and ridiculous, I can recall multiple occasions when I've been complicit in reinforcing these stereotypes! It reminds me of what bell hooks has said about the need to constantly confront and critique our own internalised sexism, and then, only then, can we as women (and men) begin to change society. 

Last but not least, I really enjoyed reading Michael Kimmel's comprehensive sociology textbook titled The Gendered Society, along with Transformations: Women, Gender, and Psychology by Mary Crawford. 

And, at long last, we've finally made it to the end of this ridiculously long finale post! *applause*

Keep Calm & Write On

Oh the veritable joys of longlisting and shortlisting (and decision-making in general)! I am tempted to throw my hands up in the air and shout: "I WILL JUST USE ALL OF THEM!" Every relevant book, theory, and framework.

But this, unfortunately, is an unrealistic goal. Besides the obvious fact that this would make my project an unreadable tome, there is a little ticking clock situated right on the edge of my sub-conscious constantly reminding me that “*tick* you *tock* are *tick* running *tock* out *tick* of *tock* TIME!” I swear, it’s starting to drive me a little bit insane.

And so I am faced with a series of decision-making dilemmas – there seem to be no clear right or wrong ways to work this, it is a toss-up between a myriad of right and right decisions. What I really need to do is pull out the proverbial weighing scales and balance the options against one another: Do I shortlist The Lifeboat or The Dovekeepers or The Invention of Wings? (I love them all equally!) Does Welcome to Thebes or Top Girls say more about power, inequality and benign sexism? (They’re both so rich I almost don’t know where to start!) Do I cut my longlist down from 10 stories to 8? And if so, which ones do I strike off the list? Is a transformational learning approach too idealistic? (Am I kidding myself with how much you can actually get out of a good novel?) Do I read my selections through a feminist and a deconstructionist lens? Or am I stretching myself too far? What about Cixous, Irigaray and Kristeva and feminist poststructuralism? Am I just another over privileged white feminist making a huge mistake by ignoring intersectionality (i.e. race)?

I suppose there are better choices versus a few not-so-good ones, but all the options seem so full of potential – from this distance the 'fields of completion' all appear to be full of flowers. And yet I could unintentionally stumble into a hypothetical quagmire if I’m not careful.

It’s panic inducing stuff I tell you! Panic partially brought on by the fact that I’ve had a nasty chest infection for the past month. I have to frequently remind myself to slow down, breathe and just:

I know my project isn’t world changing, like finding a cure for cancer or alleviating poverty, but the more I read and learn about gender, feminism and leadership, the more I see a desperate need for fundamental changes across the board, in organisations and in wider society. As the Nigerian novelist Chimamanda Ngozi Adichie writes in We Should All Be Feminists (2014): “Today, we live in a vastly different world. The person more qualified to lead is not the physically stronger person. It is the more intelligent, the more knowledgeable, the more creative, more innovative. And there are no hormones for those attributes. A man is as likely as a woman to be intelligent, innovative, creative. We have evolved. But our ideas of gender have not evolved very much” (p. 18). [Check out her excellent TED Talk on the same subject here].

We must have more conversations about gender and leadership. Rather than sweeping the ‘woman question’ under the table because it is too controversial, too provocative, too emotional, let’s talk, debate, disagree, agree, reflect on and, maybe, even transform our thinking. Let’s disrupt habitual patterns of thinking, discuss in detail the everyday dilemmas women face as they practice and experience leadership, make meaning from these dilemmas and stories, and achieve some level of insight. And if I can facilitate, or at least provide what I like to call ‘the scaffolding,’ for a discussion which has the potential to explore a wide array of women and leadership issues, then perhaps I am starting to accomplish something worthwhile. (At least that’s what I like to tell myself after a sleepless night worrying over my thesis!)

Transformative Change

Of course, these aims all tie into my methods section which I’m frantically working on at the moment (panic, sleepless nights, frantic scrawling…I’m beginning to sound like a broken record! Although it’s rather cathartic to voice my self-doubt, and by doing so, start to release it). I’m kicking it off with a brief literature review on women’s leadership development, focusing on the specific ways educators and scholars are addressing more ‘sensitive’ topics (i.e. those that garner the most resistance and reactance), such as double binds, stereotypes, myths, expectations, gendered social structures, etc... However, the research in this area is rather scant. Hopkins, O’Neil, Passarelli, and Bilimoria (2008) have found that the topic of women’s leadership development remains underrepresented in both the business and psychology literature, and very little is written on teaching women and leadership as a potentially sensitive subject (Shollen, 2015). The result is that educators and practitioners “lack a coherent, theoretically based, actionable framework for designing and delivering leadership programmes for women” (Ely, Ibarra, & Kolb, 2011, p. 475).

However, not all is bleak! During my research I identified three key learning frameworks that are being successfully utilised for women-only leadership development programmes. These include consciousness-raising and emancipatory techniques, experiential learning, and transformational learning. It’s also exciting because scholars have noted an increasing demand among women for interdisciplinary approaches which combine social sciences and humanities perspectives, such as women’s studies, communication concepts, and sociology, with leadership studies. Ruminski and Holba (2012) claim that interdisciplinary methods offer much richer possibilities for “scholarly analysis, functional praxis and constructive social change” (Ruminiski & Holba, 2012, p. 6). But the real golden key, I believe, is Debebe’s (2009, 2011) transformational learning model for women’s leadership development (based on Mezirow’s (1991) model). I’m not going to go into too much detail in this post, but here is a figure to illustrate the transformational process in its most basic form:

Working within this framework offers clear guidelines and a proven method for effecting change. And the real clincher – in terms of developing course content for a ‘transformational’ women’s leadership course, growing attention is being visited on arts-based transformative learning approaches, in particular, the power of literary fiction to invoke meaningful transformative insight (Hoggan & Cranton, 2015; Lawrence & Cranton, 2015; Lawrence, 2008; Jarvis, 2006). In a qualitative study with 131 undergraduate and graduate students in the US, Hoggan and Cranton (2015) found that reading fiction for a specific purpose or learning activity (that is, directed reading as opposed to casual reading) has the "potential to arouse strong emotional responses and to encourage critical reflection on habits of mind" (p. 22). 

Even though Badaracco (2006), Sucher (2007), and McManus and Perruci (2015) don’t explicitly state their intentions in such theoretical terms, their respective goals appear to be transformational in nature. They are, as Sucher stipulates, “harnessing the power of literature” to raise serious questions about what it means to practice moral and ethical leadership, and to illuminate the complexity of leadership as a multi-faceted process (and by doing so, completely change how leaders, followers, and students understand leadership). And so it's not a question of "will my methods work?" but rather, "what are the best ways to apply my methods?"

Of course, this has prompted me to take a step back and ask: Have I personally experienced transformative changes in my attitudes and values as I've critically read and reflected on various stories and characters? I think the resounding answer is 'Yes.' I definitely feel like I've adapted some of my ideas and I feel that I have a greater sense of agency and a much deeper understanding of women's leadership issues and, most importantly, why they continue to exist. But what forms has this learning taken exactly and what particularly has stood out? Have any of my practices changed? What am I doing differently?

I wish I had a smidgen more time to keep going with this blog post and explore these questions in detail. But time really is of the essence right now and that methods section is practically crying out for attention. I promise, however, to return to these questions at a later date. So for now, Happy Easter! 

References:

Adichie, C. N. (2014). We should all be feminists. London, UK: Fourth Estate.

Coles, R. (1989). The call of stories: Teaching and the moral imagination. Boston, MA: Houghton Misflin.

Debebe, G. (2009). Transformational learning in women’s leadership development training. Advancing Women in

Leadership, 29(7), 1-12.

Debebe, G. (2011). Creating a safe environment for women’s leadership transformation. Journal of Management Education, 35(5), 679-712.

Ely, R. J., Ibarra, H., & Kolb, D. M. (2011). Taking gender into account: Theory and design for women’s leadership development programs. Academy of Management Learning & Education, 10(3), 474-493.

Hoggan, C., & Cranton, P. (2015). Promoting transformative learning through reading fiction. Journal of Transformative Education, 13(1), 6-25.  

Hopkins, M. M., O’Neil, D., Passarelli, A., & Bilimoria, D. (2008). Women’s leadership development: Strategic practices for women in organizations. Consulting Psychology Journal: Practice and Research, 60, 348-365.

Jarvis, C. (2006). Using fiction for transformation. Fostering transformative learning in the classroom. Challenges and innovations. New Directions for Adult and Continuing Education, 2006, 69–77.

Lawrence, R. L. (2008). Powerful feelings: Exploring the affective domain of informal and arts-based learning. In J. M. Dirkx (Ed.), Adult learning and the emotional self. New directions for adult and continuing education, no. 120 (pp. 65–78). San Francisco, CA: Jossey-Bass.

Lawrence, R. L., & Cranton, P. (2015). A novel idea: Researching transformative learning in fiction. Rotterdam, The Netherlands: Sense Publishing.

Ruminski, E. L., & Holba, A. M. (Eds.). (2012). Communicative understandings of women’s leadership development: From ceilings of glass to labyrinth paths. Plymouth, UK: Lexington Books.

Shollen, L. S. (2015). Teaching and learning about women and leadership: Students’ expectations and experiences. Journal of Leadership Education. 

First Steps...

“The first step is not action; the first step is understanding.”

John W. Gardner, On Leadership

Last weekend I started reading The Unreal and the Real. Volume Two, Outer Space, Inner Lands: Selected Stories of Ursula K. Le Guin. I’ve had a soft spot for Le Guin since reading “The Ones Who Walk Away From Omelas” last semester as part of my critical and creative research paper. While science fiction isn’t my forte, her stories are simultaneously gripping, unusual, and brutally real. Rarely are there happy endings for her characters. But whether alien, human or something inbetween, they are always redeemable, even if they don’t choose that path. There are always choices of one kind or another.

In this post I’m including a piece I wrote three months ago. Apart from getting a good grade (as a journal entry no less!), I find it still resonates with me, and, to date, is my favourite close reading/personal reflection on a literary text using the lens of authentic leadership (and it also explains in a very succinct way the basic ebb and flow of my thesis interests!):

Should Leaders be as Moral as Possible?

“As part of my thesis research I have been investigating authentic leadership. At its core, ‘authenticity’ refers to “the degree of congruence between internal values and external expressions,” and, as such, is concerned with developing a deep awareness of one’s moral values and beliefs (Roberts, 2007, p. 329). Bill George and Peter Sims, the scholars who popularised authentic leadership in the early-2000s, argue that authentic leaders do not compromise their values, particularly in difficult situations. Rather, “authentic leaders use adversity to strengthen their values…[they] take the most difficult road and do not compromise [their] values” (McManus & Perruci, 2015, p. 220). Ultimately, being as moral as possible in all circumstances is the only ‘authentic’ choice.

However, making moral or ethical decisions is not always clear-cut, and making distinctions between right and wrong actions is often difficult, resulting in situations termed “ethical dilemmas.” Many of the hardest questions, in organisations and in life, are conflicts among multiple competing responsibilities (Badaracco, 2006). Based on my experience as an arts student, I want to explore this conundrum using a short story by Ursula Le Guin, asking and answering: ‘As a leader and follower, should I be as moral as possible, regardless of the circumstances?’

Why use stories to explore complex leadership questions? Using the humanities to study leadership is an emerging and important field of management research (Marturano, Wren & Harvey, 2013; Badaracco, 2006). Badaracco contends that classic literature and fictional narratives provide valuable frameworks for examining ethical leadership, as stories not only heighten emotional engagement but encompass a more diverse range of ‘real-life’ circumstances than traditional, prosaic business case studies. In this way, literary analysis adds an important ‘human’ dimension to leadership development, since it is concerned with “trying to explore, make sense of, and capture something” about individuals’ and communities’ lives” (Marturano, et al., 2013, p. 2). Consequently, ‘The Ones Who Walk Away From Omelas’ by Ursula Le Guin, with its complex postulations on moral dilemmas, choice and compromise, has the potential to help me develop “new ideas – about possibility, risk taking, and courage” (Simon, 2004, p. 101) in situations where there is no clear right or wrong moral answer. I will begin my analysis with a short summary of the story before reflecting on what it has taught me about my moral compass.

In ‘Omelas’ Le Guin invites the reader to envisage a utopian city, “bright-towered by the sea” (p. 902), a place of never-ending joy and happiness. But not all is as it seems. We are told that the prosperity and success of Omelas depends entirely upon the perpetual misery of a single child who is kept locked away in squalor beneath the city, where “it has become imbecile through fear, malnutrition, and neglect" (p. 904). Naked, covered in sores, and left to sit in its own filth, the child bears a horrifying burden – suffering for the sake of its fellow citizens. Sometimes the child begs for its freedom: "I will be good,” it cries, “Please let me out. I will be good” (p. 905). But even though every person in Omelas is aware of its existence, no one responds to its pleas. Many, however, have chosen to visit the child, and those who do so are invariably outraged and repelled:

They would like to do something for the child. But there is nothing they can do. If the child were brought up into the sunlight out of that vile place, if it were cleaned and fed and comforted, that would be a good thing indeed; but if it were done, in that day and hour all the prosperity and beauty and delight of Omelas would wither and be destroyed. Those are the terms. To exchange all the goodness and grace of every life in Omelas for that single small improvement: to throw away the happiness of thousands for the chance for the happiness of one: that would be to let guilt within the walls indeed (p. 905).

No one, then, chooses to sacrifice the good of the many for the good of the one. But they know that they, like the child, “are not free,” and this knowledge makes them more compassionate, more noble, and more gentle (p. 906). However, there are those who individually "opt out" from the “terrible justice of reality” (p. 905) and the uneasy moral compromise the citizens of Omelas have made with the child’s suffering. They leave the city, “they walk ahead into the darkness, and they do not come back” (p. 906).

On the surface, Le Guin’s dystopian narrative appears to be a critique of Western society’s tendency to adopt utilitarian approaches to ethical dilemmas, that is, choosing the greatest good for the greatest number (Wyman, 2012). When I first read ‘Omelas,’ I believed the ones who “walked away” were acting courageously by refusing to participate in the torturous treatment of the incarcerated child. By following their ‘authentic’ moral compass, they were ‘doing the right thing.’ The story appears then to pose a simple challenge: would you be among those who walk away?

But is taking a ‘moral stand’ by absolving responsibility and ‘walking away’ from a difficult situation the right thing to do? Wyman points out that “while the choice to walk away from the hideous bargain Le Guin puts forth may seem correct at first, a more careful reading suggests that Le Guin would elect to stay in Omelas, imperfect as it turns out to be” (Wyman, 2012). Abdicating responsibility for the child’s lot by leaving Omelas may be a good moral decision for the individual, but it not only fails to resolve the dilemma, it undermines the community, leaders and followers alike. Does that mean we should abandon the idea that good leaders (and followers) should have a reliable, strong, internal guide to right and wrong? This is a disturbing question because “we want leaders with moral clarity, who can guide and inspire organisations, especially in tough times” (Badaracco, 2006, p. 32). However, rather than offering a utilitarian excuse—the good of the many outweighs the good of the one—or encouraging individuals to ‘be as moral as possible’ by “walking away,” I conceive Le Guin as insisting on the development of a dynamic ethical system which is dependent upon all community members, existing and evolving as they work collaboratively to solve the problem.

This story resonated with me in a way no business ethics case study ever has before. Having been brought up with a strict moral code which emphasised, as George and Sims do, that you should never compromise your values, my moral compass was only suited to straightforward questions of right and wrong, so much so that I failed to see any alternatives for the people of Omelas. It has highlighted the need for me, as both a leader and follower, to work on developing a more flexible moral code that is as complex, varied, and as subtle as the situations in which I will find myself in the future. As Badaracco (2006) points out, this does not mean “abandoning basic values or adopting moral relativism” (p. 33), but in my quest for ‘authenticity,’ being willing to embrace a wider set of human values which will allow me to look beyond myself and my moral code to find better, more innovative solutions.”

References – APA 6^th Edition

Badaracco, J. L. (2006). Questions of character: Illuminating the heart of leadership through literature. Boston, MA: Harvard Business Review Press.

Le Guin, U. K. (2003). The ones who walk away from omelas. In A. Charters, The story and its writer: An introduction to short fiction (6th ed., pp. 902-907). New York, NY: Bedford/St. Martins.

Marturano, A. J., Wren, T., & Harvey, M. (2013). The making of leadership and the humanities. Leadership and the Humanities, 1(1), 1-5.

McManus, R. M., & Perruci, G. (2015). Understanding leadership: An arts and humanities perspective. London, UK: Routledge.

Simon, L. (2009). William James’s lost souls in Ursula Le Guin’s utopia. Philosphy and Literature, 28(1), 89-102.

Wyman, S. (2012). Reading through fictions in Ursula Le Guin’s “the ones who walk away from omelas”. ANQ: A Quarterly Journal of Short Articles, Notes, and Reviews, 25(4), 228-232.

Copyright Lydia Martin (2015)