Schedlitzki, Doris, Case, Peter, and Knights, David (2017) Special Issue Introduction: Ways of leading in non-Anglophone contexts: Representing, expressing and enacting authority beyond the English-speaking world. Leadership, 13 (2). pp. 127-132.

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Abstract

The English language has for some time dominated academia worldwide (Steyaert and Janssens, 2013) and become accepted and institutionally embedded as the international language of academia. This is illustrated within the field of leadership studies where, since its beginnings in the early part of the Twentieth Century, research into leadership has largely been pursued by scholars in the USA and the UK working in the English language. Consequently, the sub-discipline of ‘leadership studies’ has been developed and theorised within Western traditions of research, which have produced predominantly Anglo-centric linguistic interpretations of the concept (Jepson, 2010). This dominance of a culturally and linguistically ‘naturalised’ Anglo-centric view of leadership has heavily informed the development of leadership and management knowledge and practice. Such ethnocentricity, furthermore, has resulted in tacit assumptions regarding the general applicability and transferability of knowledge beyond English language speaking contexts. As a consequence, other culturally situated notions of leadership, leading and managing have been comparatively marginalised (Schedlitzki et al., 2016).

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