ABSTRACT
This chapter provides contextualised accounts of the work of educational leaders that demonstrates its complexity, messiness, contingency and ethical uncertainty. Realising the hopeful imagining for Riverview Primary School, demands leading for change by transforming a culture of complaint, and redesigning pedagogies of lack, over and over. Educational leadership involves ongoing diagnosis of the problems. While pedagogy is a core concern of educational leadership, and pedagogical leadership is not limited to classroom pedagogies but also includes other pedagogical activities, such as teacher professional learning, community counselling. Critical Leadership Studies aims to provide powerful explanatory accounts of what is happening to principals’ work and their subjectivities, and of how educational leadership itself is being constituted by policy. The educational capital in professional learning teams remains contingent on the membership and their opportunities to engage deeply with complex ideas.
