In this collaborative auto-ethnographical inquiry, two developing scholar–practitioner educational leaders explore the notion of moral literacy through a lens of critical pedagogical bricolage. This study aims to reveal certain experiences of two doctoral candidates engaged in an educational doctorate, contemplating their identities as emergent leaders from diverse backgrounds. By approaching this inquiry from a qualitative and strictly post-positivist understanding of research, we aim to present critical components of our program and the literature presented in that program that led to our understanding of moral literacy’s role in theoretical and pragmatic provinces of educational leadership. Our analysis is presented in three themes: transformation of the candidate through the teaching of moral literacy, consideration of the interplay between local identity and moral literacy, and the potential of bricolage (or critical pedagogical bricolage) as a catalyst for teaching moral literacy.
Auto-Ethnography, Bricolage, Critical Pedagogy, Educational Leadership, Moral Literacy, Scholar–Practitionership
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Recommended APA Citation
Gautam, C., & Lowery, C. L. (2017). Teaching Moral Literacy through Critical Pedagogical Bricolage: A Co-constructed Auto-Ethnography of an Educational Leadership Program. The Qualitative Report, 22(1), 160-178. Retrieved from http://nsuworks.nova.edu/tqr/vol22/iss1/9
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