ABSTRACT
In this chapter, the authors elaborate on the first two tenets of transformative leadership: the mandate to effect deep and equitable change; and the need to deconstruct and reconstruct knowledge frameworks that perpetuate inequity and injustice. To assist with this inquiry, in the chapter, the authors first examine some ways in which schools reproduce inequitable situations by marginalizing and disadvantaging some children while advantaging and privileging others. These situations obviously explain the need for the mandate for deep and equitable change and for new knowledge frameworks that focus on equity and social justice. It becomes apparent, as the authors examine the ways in which students may be marginalized by race and ethnicity, social class and economic condition, poverty and homelessness, sexual orientation and gender identity, or citizenship and immigration status, that change is necessary. It is the relationship of deconstructing existing knowledge and reconstructing knowledge to effect deep and equitable change.
