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Leadership for Whom and for What Purpose? Exploring Critical Leadership Praxis in Changing Times brings together international scholars, educators, and practitioners to rethink leadership in a rapidly shifting world. Spanning perspectives from across the globe, this collection examines how leadership theories translate into practice, how leaders are developed, and how power, identity, and context shape leadership across educational and organizational settings.
Through research, narrative, and critical inquiry, the chapters explore urgent issues such as decolonizing leadership, equity centered mentoring, anti racism, culturally responsive leadership, crisis navigation, and the lived experiences of marginalized communities. Together, they illuminate leadership as a relational, ethical, and transformative practice rooted in justice and human dignity.
Designed for scholars, researchers, leadership educators, and aspiring and practicing leaders, this book serves as a valuable resource for leadership and educational leadership programs worldwide. It challenges readers to reconsider who leadership serves, how it is enacted, and what it must become to meet the demands of our changing times.
Ann E. Lopez is Professor of Educational Leadership and Policy and Director, Centre for Leadership and Diversity at the Ontario Institute for Studies in Education (OISE) at the University of Toronto.
Stephanie Tuters is a Sessional Lecturer in the Department of Leadership, Higher and Adult Education at the Ontario Institute for Studies in Education (OISE) at the University of Toronto.
Fatema R. Hossain is Research Assistant and Assistant Coordinator for the Centre for Leadership and Diversity at the Ontario Institute for Studies in Education (OISE) at the University of Toronto.
Chapter 1. Educational Leadership Praxis: Disrupting Colonial Logics and Forging New Paths; Ann E. Lopez
Chapter 2. New Teacher Mentoring/Induction from a Critical, Equity-Centered, Leadership Perspective; Carol A. Mullen
Chapter 3. Problematizing Educational Leadership for Inclusion in Latin America: Diversifying Perspectives and Approaches; José Manuel Améstica Abarca
Chapter 4. Going through the checklist: A School Board’s Projection of Tackling Anti-Black Racism and Discrimination; Ateeqa Arain and Stephanie Tuters
Chapter 5. Critical Leadership Praxis (CLP) in Global Complexity: Promoting Principalship Agency through Intersecting Educational Spaces; Alison Mitchell, Julie Harvie, and Madelaine Baker
Chapter 6. Fostering Equity and Social Justice for Marginalized Students in Canadian Universities through Culturally Relevant and Responsive Leadership; Kaschka R. Watson
Chapter 7. Adaptive Transcendent Leadership: A Holistic Approach to Organizational Effectiveness; Cynanie Sawyers-Haylett
Chapter 8. Legacy Leadership: Counterspaces of Multi-Generational Women Leaders in the Academy Persisting through Radical Love & Ethics of Care; Karena Alane Escalante, Kimberly Sterin, Katrina Lynn Struloeff, Sherri Manson, and Ayana Allen-Handy
Chapter 9. Voices Unheard: The Educational Hurdles Faced by Ethnic Minority Students in Vietnam; Tien Pham
Chapter 10. Decoloniality and Education: Integrating the Muslim Immigrant; Anila Zainub
Chapter 11. Nested Stories of South Asian Graduate Students; Fatema R. Hossain
Chapter 12. Reimagining Educational Leadership: A Call to Action for Change through Advocacy, Innovation, and the Integration of Human Rights in Policy and Practice; Shezadi Khushal, Justin Patrick, Zian (Kelly) Zhang, and Henry Ssali