ABSTRACT
The authors offer concluding thoughts on a volume of ten chapters from nine countries addressing the implications of a global resurgence of populism for educational leadership, policy, and administration. They identify the influences of populism on educational governance, policies, professionalism, autonomy, academic freedom and the (mis)treatment of ‘others’ and outline potential responses to them. The latter include fighting ‘bad’ populism with ‘good’ populism, forging a new social contract that ‘brings in’ excluded or disadvantaged groups while keeping the very wealthy and powerful from opting out of the socio-political system, and strengthening the capacity of institutions to provide robust opportunities for civic education. They outline areas for future scholarship and research, recommending a continued focus on populist dynamics in education and how to respond through leadership, policy, and administration sensitised to populist ideation, discourse, strategies, and movements. They end with a call for collaboration across international borders, disciplines, and fields to advance the adaptation into educational scholarship of the robust knowledge base on populism that exists in other disciplines and fields.
