Despite numerous alternative theories and perspectives, and increasing recognition of the context-specific nature of leadership, the traditions of educational research often seem firmly embedded in the management traditions in which it originated. Too often educators and policy-makers seek prescriptive approaches to practice—the “one best way”—intended to enhance effectiveness as well as the achievement of all children in all schools. In today’s climate of accountability, high stakes testing, de-skilling of teachers, and calls for change on every side, educators are often left wondering if any reform initiative can really bring about the desired outcomes of academic excellence and social justice. This paper draws on a decade of studies of educational leaders throughout Canada and the United States who sought to implement educational reform in their schools and/or districts. A careful analysis of the cases demonstrates that the origin of the reform (mandated or voluntary, top down or bottom-up) ultimately makes little difference in its ultimate success. Additionally, differences in principal background, personality or leadership style (collaborative or authoritarian, for example) are less important than deep knowledge of contextually appropriate reform strategies, strong grounding in moral purpose, a clear sense of agency, and political savvy writ large. .

Theoretical conceptions of social justice often grow out of critical theory and/ or liberationist approaches to educational leadership. Such well-known writers as Apple (1993, 2006), Giroux (2004) , McLaren (2005) draw frequently on the praxis of Freire, Gramsci, or Marx to advocate approaches that take account of the classed, gendered, and raced nature of society and the inequities related to social position. Such inequities, they and other educators writing recently in the area of educational leadership (Marshall, 2005; Murthada, 1999; MacKinnon, 2000; Shields, 2005) argue, produce educational disparities which constitute major problems for educators wanting to enhance the opportunities and outcomes for all children. At the same time, some educators, hearing the words “social justice” equate the concept with activism and civil rights and shying away from it as though it requires some sort of heroic action akin to that represented in movies such as Norma Rae or Erin Brokovitch. This paper draws on a series of interviews conducted with educators (district administrators, principals, and teachers) designed to identify their conceptions of “social justice work” and to understand how and why they take the risks sometimes found to be inherent in such approaches to pedagogy and instruction. It explores the two different frames of reference, how such differences might have arisen, and suggests ways to bridge the gap in leadership preparation programs in order to effect educational reform that is more equitable, just, and excellent for all children.