ABSTRACT
This conclusion presents some closing thoughts on concepts discussed in the preceding chapters of this book. The book reflects on the ways in which some theories of educational leadership emphasize traits, some processes (many technical), and some specific educational goals or outcomes. It begins to focus on some of the ways educational leaders can implement meaningful reform — eliminating color-blind racism and rejecting deficit thinking. The book draws attention to the need to pay careful attention to the ways in which power and privilege continue to play out in schools, marginalizing and excluding some and advantaging and benefiting others. It further emphasizes the importance of healthy identity construction; of opening up curricular processes to be inclusive of the lived experiences of all students; of highlighting the need for emancipation, democracy, justice, and equity; and of enhancing global curiosity and awareness of our global citizenship and responsibility.
