ABSTRACT
Educational leadership for transformation and social justice must be rooted in the particular social and historical conditions in which it is practiced. As such, there is no single unifying, one-size-fits-all or all-encompassing notion of what it means. While there are certain values, ethical principles, and beliefs that may inform their work, educational leaders who seek transformation and social justice must respond to the inherent contradictions and problems that emerge within a particular social formation at a certain moment in time. That is, the meanings of transformation and social justice are constituted and delimited by the specific conditions and circumstances that define the context of leadership, which are always changing.
