ABSTRACT
This chapter begins with three stories — two in which authors see the impact and outcome of a lack of courageous leadership and that clearly demonstrate the need for promise, for explicit dialogue, and for courageous action; the other a story of courage, persistence, and promise. Following further consideration of these stories, the chapter will then reflect on a number of other ways in which leaders with a strong sense of moral purpose have confronted inequities by addressing aspects of their pedagogy, cultures, structures, and policies that have maintained barriers to socially just, inclusive, equitable, and high quality learning environments for all students. The chapter concludes with an examination of how principal Lynn Mann and superintendent Alice Grey challenged undemocratic policies and practices of their districts and, as a response, instituted structural change that acted as a catalyst for cultural and pedagogical change. It also reconsiders the meaning of the new VUCA skills as ways of thinking and moving forward.
