Chapter 86: Who Moved My Theory?: A Kitsch Exploration of Kitsch Leadership Texts

As far as we know, there is not yet a school leader text called The Garden Gnome Guide to Leadership, but such a work might represent the most self-conscious kitsch approach to educational leadership. And it would probably sell: the gnome leader never loses his focus; the gnome leader anchors the system; the gnome leader doesn’t change when the storms arrive…. Traditionally, kitsch refers to “low-brow” or popular art, something that appeals to a broad audience of people of unrefined tastes versus the kind of art that impresses the critic. The classic contemporary example of kitsch is the garden gnome one finds in so many yards—beloved, despite its kitschiness. So what is “kitsch” leadership theory? Is “kitsch,” as some would argue (Kulka, 1996) in the eyes of the beholders? One person’s pet theory is another person’s kitsch.¹ Or is the notion of kitsch leadership something we might agree on more broadly? However we come to understand the concept, clearly there are leadership perspectives that draw more on the personal charisma and writing charms of their originators than on empirical research. This chapter explores the idea of kitsch leadership (see Samier, 2005), with a nod to kitsch methodology. English and Papa (2010) describe kitsch texts as works that encourage leaders to study and use simple bromides to address complex issues, and there are numerous authors (e.g., Ken Blanchard & Hodges, 2005; Jim Collins, 2001; Stephen Covey, 1989; Spencer Johnson, 1998) providing textbooks for leadership courses.