This book provides the theoretical and analytical resources for an urgent rethinking of the social project of educating and educational leading. It examines what educational leadership is, namely the politics and power of leadership as a practice, and what it can and should be, offering a pedagogical and praxis-informed approach to educational practice. Drawing on research conducted at various Australian schools and education districts, it argues for a reframing of educational leadership as pedagogical practice/praxis to transform theorising and practice in the field. The book provides a rich account of educational leading through a practice lens, bringing into dialogue the theory of practice architectures with site ontologies, Bourdieu’s thinking tools and feminist critical scholarship. The book tracks the practices and praxis of educational leaders as they grapple with the changing landscape and forces of educational policies that have informed Australian education. It reimagines education leadership by integrating Continental and Northern European understandings of pedagogy and praxis as being morally and ethically informed, as opposed to the narrower Anglophone notions of pedagogy as teaching and learning. The book adds to the body of knowledge on the “actual work of leadership” as a “distinct set of practices” that is morally and ethically informed. Readers will find a more holistic understanding of educational leadership practice and praxis, based on the everyday accounts of educational leaders, teachers and students in schools and education districts.

This book documents and deconstructs the concept of educational leadership within various education settings originating from diverse global environments. It focuses on presenting different readings of educational leadership via distinct theoretical and methodological applications. It takes forward the idea of critical leadership studies and uses creative analytic practices to present layered readings of educational leadership. The book offers leadership studies dealing with various education settings across a wide spectrum with international perspectives. It provides examples of educational narratives through somewhat unconventional modes of representation. This book is beneficial to readers interested in the study of educational leadership and using qualitative methodologies in educational research.