ABSTRACT

Constructing an international perspective of the curricula that form worldwide educational leadership programs is somewhat like trying to develop a worldwide picture of women’s lives. I have a vivid memory of the first time I realized that my understandings of professional women’s issues were based on a singular Westernized view and that my carefully crafted knowledge base was most incomplete and almost useless once I moved beyond the United States. In that moment, in the Russian state of Tartarstan, I became a more humble learner.