ABSTRACT
What insights and lessons can be gleaned from these narratives about educational leadership for transformation and social justice in contemporary South Africa? What ideas, concepts, values, principles, and ways of thinking can potentially inform the work of other educational leaders in South Africa and elsewhere? As discussed earlier, the concepts of transformation and social justice in educational leadership signify different things to different people in different contexts (Beachum, 2008; Blackmore, 2011; Bogotch, 2002 & 2008; Jansen, 2008; Larson & Murtadha, 2002; Shields, 2010). The meanings ascribed to them are shaped and delimited by the conditions and circumstances in which educational leaders find themselves, by the issues and problems that emerge with a particular context and historical moment. Despite sharing a common institutional context, the various conceptions of leadership for transformation and social justice articulated by these leaders are deeply informed by their diverse lived experiences.
