Document Type



Professional Development Centre, Karachi


As the growing concern for educational reforms worldwide is on developing transformational leadership that is responsive to the needs of the local as well as the global contexts, teacher educators are still searching for pedagogies, which could help them to develop transformational leaders. This paper offers some scope to teacher educators to critically analyze current teaching learning pedagogies while preparing transformational leaders for the 21st Century. Utilizing the allegoric approach as an alternate pedagogy for developing transformational leadership, this paper deliberates upon the relevance and efficacy of the role of aesthetic tradition of learning in leadership development programmes. The paper argues that aesthetic approaches such as allegories, parables, metaphors, pictorial images, poetry, etc., have power, which help leadership learners to internalize principles and values in a language, which appeals to the whole of their being. Allegories engage learners in critical discourses, which help them to reconceptualise their roles and responsibilities as transformational leaders. However, current pedagogical approaches in most instances, while theorizing transformational leadership, devote time and efforts in discussing thoughts and literature developed and designed as a result of conventional‐rational paradigms rooted in scientific tradition of learning. Aesthetic traditions of learning offer a great source of wisdom to this newly emerging field of educational leadership with particular contribution in the process of professional development of transformational leaders in education.

Publication (Name of Journal)

NUML Journal of Critical Inquiry