Leadership in Human Learning Systems
We’ve been exploring what kind of leadership is needed for Human Learning Systems (HLS) – and it’s clear that a new approach to public services requires a new kind of leadership
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We’ve been exploring what kind of leadership is needed for Human Learning Systems (HLS) – and it’s clear that a new approach to public services requires a new kind of leadership
While the relational practices central to HLS are well-positioned to promote equity, they do not automatically enable equitable outcomes. Without explicitly naming and addressing equity, even the most well-intentioned relational work can reproduce existing power imbalances. Equity needs to be an interconnected, embedded consideration throughout. Ensuring equity requires deliberate, intentional practice around a clear purpose, promoting social justice. Relational practices can only advance equity where they are accompanied by conscious, critical reflections on power, inclusion and agency at all system levels (interpersonal, organisational-structural, local, regional and national). Without acknowledging and addressing structural barriers, implicit biases and trust deficits, particularly in marginalised communities, public services risk ignoring or reinforcing existing inequalities.
If our goal is transformational participation, we don’t need leadership to disappear. We need it to change radically. For genuine transformation to happen, someone has to be the first to take that precarious and vulnerable leap into the unknown.