The Teaching, Learning, and Being of Leadership: Exploring Context and Practice of the Culturally Relevant Leadership Learning Model

With a holistic approach in mind, the current article explores how the culturally relevant leadership learning (CRLL) model can be put into practice to enhance the inclusive nature of leadership education programs. Keeping context at the forefront, the teaching, learning, and being of leadership are fluid and dynamic processes, where educators constantly have to keep the complexity of this work in mind. Using a house metaphor, we argue for careful consideration regarding how we build leadership education programs to be welcoming, and structurally stable enough to provide safety for all who enter. Finally, the article provides a practical example of how one of us enacts the CRLL model, with particular attention to teaching, learning, and being as critical in creating immersive and engaging teaching and learning environments.