ABSTRACT
In this chapter, the author examines ways in which the culture of power plays out, show how power traps us in current sets of assumptions and mindsets in ways that are often unintentional and of which we are unaware. Then the author examines how this culture of power sustains an unnatural sense of entitlement and privilege that school leaders must find the courage to address if we are to be able to initiate meaningful and equitable change. Again, the point is that this sense of entitlement and exclusion must be deconstructed if we are to create deeply democratic schools for all students. Transformative educational leaders must be more concerned with learning than with testing, with the holistic development of their students than with school statistics, and with the good of their community — school, local, and even global — than with the celebration of individual exploits.
