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This article presents an analytical description of the annual Educational Leadership Development Conference held at St Peter's College, Oxford University, UK. The venue, participants, programme goals, activity structure, and learning processes are described. For analysis, concepts draw primarily from the literature in adult learning, andragogy, and transformational learning. Cranton's process model is used as the analytical framework. Enriching the analysis are the voices of the participants as recorded in the annual Conference monographs. The article concludes with a set of suggestions for leaders who wish to engage in emancipatory education.
Pohland et al. (Sat,) studied this question.