This study uses the archetype of a ‘trickster’ to reflect back on, and hence problematize, the role of the educator/facilitator identity in leadership learning. This is based on the view that a trickster is a permanent resident in liminal spaces and that these liminal spaces play an important role in leadership learning. Our approach was based on the reading of the trickster literature alongside reflective conversations on our own experiences of facilitation of leadership learning, development and education. We suggest that paying attention to the trickster tale draws attention to the romanticization of leadership development and its facilitation as based on a response to crisis that leads to a further enhancement of the leader as a hero. Hence, it also offers ways to problematize leadership learning by uncovering the shadow side of facilitation and underlying power relations. We therefore contribute by showing how, as facilitators, we can use the trickster archetype to think more critically, reflectively and reflexively about our role and practices as educators, in particular, the ethical and power-related issues. In our conclusions, we make recommendations for research, theory and practice and invite other facilitators to share with us their trickster tales.

这项研究使用“骗子”的原型来反思领导者学习中教育者/促进者身份的作用，并因此对其提出质疑。这是基于这样的观点，即骗子是在门槛空间中的永久居民，而这些门槛空间在领导力学习中起着重要作用。我们的方法是基于对骗子文献的阅读以及对我们自己促进领导力学习，发展和教育的经验进行的反思性对话。我们建议，关注骗子的故事会引起人们注意领导力发展的浪漫化及其对危机的回应，而这种浪漫化是基于对危机的回应，导致领导者进一步壮大为英雄。因此，它还通过揭示便利化和潜在的权力关系的阴暗面，提供了使领导学习问题化的方法。因此，我们通过展示如何作为主持人来做出贡献，来帮助我们利用骗子原型来更批判，反思和反思地思考我们作为教育者的角色和做法，尤其是与道德和权力相关的问题。在结论中，我们为研究，理论和实践提出建议，并邀请其他主持人与我们分享他们的骗术故事。