Developing Ecosocial Literacy / Transforming Ecosocial Leadership: A Curriculum Research & Development Project

Authors

• Chris Zorn, University Laboratory School, University of Hawaiʻi at MānoaFollow
• Lois A. Yamauchi, Department of Educational Psychology, University of Hawaiʻi at MānoaFollow
• Madiha Jamil, University of Massachusetts Global (current); formerly University of Hawaiʻi at MānoaFollow

Abstract

This case study examines the Global Leadership Laboratory (GLL), a yearlong high school leadership course at University Laboratory School in Hawaiʻi. The curriculum integrates transformative learning and contemplative practices to promote student voice, self-awareness, leadership skills, and personal agency. Through interviews, observations, and student artifacts, the study found that reflective journaling, dialogue, contemplative practices, and transformative learning activities supported the development of authentic student voice and perspective transformation, although outcomes varied by classroom conditions and student readiness.

Erratum

No

Recommended Citation

Zorn, Chris; Yamauchi, Lois A.; and Jamil, Madiha (2026) "Developing Ecosocial Literacy / Transforming Ecosocial Leadership: A Curriculum Research & Development Project," IALS Journal: Vol. 16: No. 1, Article 4.
Available at: https://ir.library.illinoisstate.edu/ialsjournal/vol16/iss1/4