Introduction

Th is volume is situated at the intersection of educational leadership and critical curriculum studies. Since the 1980s, I have been greatly infl uenced by literature from two distinct fi elds: (1) educational administration studies of “instructional” leadership practices that contribute to improvements in teaching and learning (e.g., Hallinger & Murphy, 1985; Jackson, 2000; Purkey & Smith, 1983); and (2) studies of how curriculum theory and critiques are situated within broader cultural-political movements (e.g., Apple, 1996, 2004). I draw on literature from both fi elds as well as empirical research on curriculum leaders/principals to suggest that eff ective curriculum leaders must have the analytical tools to challenge and move beyond (conservative) ideological arguments and cultivate neoprogressive educational and social movements.