ABSTRACT
The purpose of this chapter is to contextualize the existing research literature on leadership for diversity, equity and social justice in education with bridge leadership as historically practised by Black women leaders in the United States (Dossett, 2008; Robnett, 1997). Its primary aim is to demonstrate how the intersection of race and gender as experienced by the Black woman leader has in many instances, resulted in her serving as a bridge for others, to others and between others in multiple and often complicated contexts over time. Framed by a discussion of black feminisms, this project centres the intersectionality of race and gender identities alongside context as important indicators in the development of leadership philosophies, epistemologies and practice. It concludes with how and why bridge leadership can serve as an effective model for leading diverse school communities, where race and class divides continue to stifle learning opportunities for large numbers of black and other disenfranchised children and youth in the United States.
