ABSTRACT
This chapter tracks feminist approaches in educational leadership research and how concepts of identity and subjectivity have been mobilised by feminists within, against and beyond mainstream educational leadership research by addressing context; the ethical and situated nature of the complex practices; and social relations of gender, race and class with regard to leadership with an overt focus on social justice. Feminist theorising explicates tensions between processes of individualisation of contemporary societies and the pressures and seductions of neoliberal individualism in contexts of cultural pluralism and hybridity.
