ABSTRACT
In our increasingly pluralistic school communities, educational leaders who promote justice navigate across multiple dimensions of diversity, including race and ethnicity, socioeconomic status, language, exceptionality, religion, and sexual orientation (Frattura & Capper, 2007a). Schools today, as they have historically, privilege certain students while marginalizing others. In this context, equity and excellence are complicated, elusive, audacious goals that some school leaders, including principals, teacher leaders, and board members, relentlessly pursue (Ryan, 2006; Theoharis, 2007).
