This chapter describes the research process involved in researching and leading assemblages of discipline disparities for girls. We confront leading and researching on two interrelated fronts: (1) participants’/students’ interactions with school-based leadership and (2) research as authors/researchers who aimed to mentor graduate students as novice researchers while attempting to involve youth as co-participants. More specifically, we address methodological and theoretical issues that surfaced in the context of studying school discipline and educational leadership with girls and their mothers from a diverse range of racial and ethnic identities. This reflexive praxeological approach attends to the un/foldings of actions over time in order to denaturalise them.
We take a critical qualitative approach informed by vital materialism to offer the field of educational leadership alternative ways of situating leadership to address blind spots in the field’s knowledge and disciplinary practices.