This edited book collection disrupts received notions of educational leadership, culture and diversity as currently portrayed in practice and theory. It draws on compelling studies of educational leadership from the global north and south, as well as from a range of ethnic, religious and gendered perspectives and critical research approaches. In so doing, the book powerfully challenges contemporary leadership discourses of diversity that reproduce essentialising leadership practices, binary divisions and asymmetrical power relations. The various chapters contest and move beyond exhortations for leadership in increasingly diverse societies; revealing through their rich portraits of the hybridity of leadership practice, the shallowness of diversity discourses that are framed as something "we" (the culturally homogenous) leader do to (heterogenous) ‘others’.

The volume is more than critique. Instead it offers readers new directions and possibilities through which to understand, theorise and practise educational leadership in the twenty first century. In portraying leading as a "relational practice in contexts of cultural hybridity" (Blackmore, this volume), it extends critical theories for and of leadership practice, examining the intersectionality between leadership and a range of social categories, and challenging notions of leadership as a singular construct. Compelling research narratives reveal educational leadership practice as nuanced, temporal, site specific and prefigured by traditions and cultural understandings that reach beyond a simplification of educational leadership as understood through unitary lenses of race, gender or ethnicity.

This book is essential reading for academics and students of educational leadership and management, as well as administrators.

chapter |6 pages


ByJane Wilkinson, Laurette Bristol

chapter 1|16 pages

The unexamined constructions of educational leadership

ByJane Wilkinson, Laurette Bristol

chapter 2|17 pages

Beyond culture as ethnicity

Interrogating the empirical sites for leading scholarship
ByLaurette Bristol, Jane Wilkinson

chapter 3|14 pages

The role of ethical practices in pursuing socially just leadership

ByAmanda Keddie, Richard Niesche

chapter 4|21 pages

“We’re going to call our kids ‘African Aussies’”

Leading for diversity in regional Australia
ByJane Wilkinson

chapter 6|23 pages

Exploring the successful school leadership literature in China

ByQian Haiyan, Allan Walker, Li Jiacheng

chapter 7|19 pages

Indigenist holistic educational leadership

ByZane Ma Rhea

chapter 8|15 pages

Communicating research

A challenge of context
ByLauncelot Brown, Laurette Bristol, Talia Esnard

chapter 9|19 pages

Practice traditions of researching educational leadership across national contexts

ByJane Wilkinson, Karin Rönnerman, Laurette Bristol, Petri Salo

chapter 10|18 pages

Conduct un/becoming

Discipline in the context of educational leadership research
ByVonzell Agosto, Zorka Karanxha

chapter 11|19 pages

Left out

Gender and feminism in the educational leadership curriculum
ByMichelle D. Young, Catherine Marshall, Torrie Edwards

chapter 12|9 pages


Leadership as a relational practice in contexts of cultural hybridity
ByJill Blackmore