Abstract

This paper is a critique of the dominant functionalist discourse in authentic leadership theory, which shapes the manner in which we perceive authentic leadership development. As an alternative, I offer adopting dialogical philosophy as a theoretical lens for conceptualizing authentic leadership development. Drawing on various dialogical communication works, I explore how dialogical pedagogy can be used to improve authentic leadership development. I suggest eight components of dialogical pedagogy that can be adopted in authentic leadership development: self-exposure, open-mindedness, empathy, care, respect, critical thinking, contact, and mutuality. The advantages, limitations, and implications of dialogical pedagogy for authentic leadership development are then discussed.