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This chapter features leadership practices sourced from more than 25 Māori (Indigenous) and non-Māori women in Aotearoa New Zealand (NZ) who are leaders of schools where Māori-based best practices benefit Māori and other systemically underserved students (e.g., children in poverty, Pasifika [i.e., Samoan, Fijian, Cook Island, Tongan] descent). This study, by Auckland-based scholars of North American, Indigenous, and international descent (Māori, Latino, African American/American Indian [Choctaw], and East Indian immigrant) examines the expression of Applied Critical Leadership (ACL) in women leaders participating in Te Ara Hou or The Māori Achievement Collaboratives (MACS), an initiative aimed at challenging status quo leadership practices, which result in persistent inequitable educational outcomes for Māori learners. Based on an analysis of data, women leaders demonstrated leadership that mirrored and exemplified leadership practices suggested in ACL research. Qualitative stories evidenced from women leaders in MACS provided exemplars of authentic and appropriate pathways for implementing effective leadership practices aimed at promoting whānau (family), iwi (tribe), and hapū (subtribe) engagement, context-specific pedagogy, tikanga (cultural protocols), and whanaungatanga (relationships) within mainstream school contexts. These findings affirm and validate research on the benefits of critical and culturally appropriate leadership around the world in a number of diverse contexts.

This qualitative study explores the acquisition of global mindset in business executives who engaged in short-term business travel. Global mindset is operationalized as actively seeking to engage and reflect upon perspectives and orientations that both complement and contradict one’s own worldview. The narratives of 16 global supply chain leaders who work for a multinational company were content-analyzed. The results indicate that short-term business travel provides the context for participant reflection on their development as global leaders. They describe their development as a continuous evolution over time that is focused less on becoming a cultural expert and more on being culturally responsive in order to build relationships and achieve business results. The findings suggest that companies could take steps to leverage the developmental opportunity that short-term business travel represents.

This conceptual work synthesizes the experiences of Black men who are collegiate athletes and introduces new theoretical considerations on the formation of their leadership identities in predominantly white institutions. This scholarship focuses on historical understandings of how race and gender influenced the creation of the current Black man in collegiate identity. This work expands on Du Bois' (1903) concept of double consciousness, Fanon's (1952) views on Blackness, and Bertrand Jones and colleagues' culturally responsive leadership learning model (2016). Collectively, the three frameworks highlight the significance of leadership in the development of Black men who are student-athletes. The conclusion includes implications and recommendations for future research as we work to support and develop Black men beyond their athletic identity.

In this paper, the authors recap the history and evolution of ISSPP research in the USA with research teams that grew from one location in 2002 to seven teams at present. The authors also examine the unique context of public education in America by describing its governance, key policies and funding as well as increasing student diversity due to changing internal student demographics and global population migrations. In particular, the authors describe how decentralization in American public education that has led to long-standing systemic inequities in school resource allocations and subsequently to marked gaps in performance outcomes for children from poor communities, especially for those of color. These existing inequities were the reason the USA research team was the only national ISSPP team from the original network of eight countries that choose to study exclusively leadership in challenging, high needs schools that performed beyond expectations.

The authors describe the common multi-case case study methodology (Merriam, 1988) and interview protocols employed in order to gather multiple perspectives on school success in high-needs communities and the principal's contribution to that success. Leithwood and Riehl's (2005) framework of core leadership practices for successful school leadership was used to analyze our data across all cases.

The authors present key findings from cases across the USA and synthesize common trends across these findings.

The authors conclude the paper with a discussion of their overarching impressions from almost two decades of study, the importance of national and local context in examining school leadership and, lastly, suggestions for future research.

This article contributes to findings from the longest and largest international network on successful leadership.

This research explores the perceptions and practice of principals in schools integrating migrant and refugee children into the Israeli formal education system. The aim is to offer theoretical and methodological insights to the discourse on educational leadership.

This qualitative (phenomenological) study used semi-structured interviews to attain a deeper understanding of the experiences of school principals as culturally relevant educational leaders.

The study corroborates previous findings regarding: the need for a holistic multidimensional approach; the focus on language and communication; and the complexities and dilemmas involved in the practice of educational leadership. The study analysis revealed three central dilemmas: applying equal-opportunity and cultural diversity policies; schools as protected spaces and serving the social reality beyond the school; and full assimilation and recognition of specific cultural identity.

The research was conducted in a small number of schools and only with principals. A follow-up study could also include teachers, officials and representatives of the various organizations working with the migrants and refugees.

Beyond financial resources, school leaders need professional (culturally responsive) guidance to support the multifaceted and complex needs of students, in part by being adaptable and flexible, and aware of the aims and practice of education for an unknown future.

The originality-value of the present study is threefold: it explores school principals in a relatively unexplored context (the Israeli formal education system); it applies two models for organizing and analyzing research findings; and it contributes new insights on the dilemmatic nature of educational leadership.

Populations in the United States and Australia are also becoming increasingly culturally diverse. In the United States, for example, it is projected that between 1990 and 2050, the percentage of the US population of Hispanic origin will be almost triple, growing from 9% to 25% (making them the largest minority group by far) and the percentage Asian population will be more than double, growing from 3% to 8%. During the same period, the percentage of Black population will remain relatively stable increasing only slightly from 12% to 14%; while the percentage of White population will decline sharply from 76% to 53%. Australia has a long history of skill- and humanitarian-based migration policy. This has resulted in a culturally diverse society, especially in parts of the capital cities of the states and territories. This emphasis looks likely to continue in the future, and will continue to change the Australian society as the humanitarian needs change across the world.

In 2017, 22% of the Canadian population are foreign-born immigrants and one in five is a visible racial minority. Canadian schools and classrooms mirror the diversity of the society and are populated with more and more immigrant and refugee students from diverse ethnic, cultural and linguistic backgrounds each year. Uprooted from their home countries and familiar environments, immigrant and refugee students experience barriers and challenges in new living and educational environments. The increasing number of immigrant and refugee students and their unique educational needs and challenges have called building welcoming and inclusive schools a priority in Canadian education system. This chapter addresses the urgent need for high-impact policies, practices and praxis to build welcoming and inclusive schools for immigrant and refugee students through cross-sector community engagement. Based on several empirical studies, critical and extensive literature review and authors’ professional reflections, this chapter introduces a theoretical framework of building welcoming and inclusive schools for immigrant and refugee students and introduces the promising strategies of engaging community stakeholders, including educators, students, parents, governments and community organizations and agencies.

The objective of this chapter is to analyze educational leadership policy in New Jersey, US, and Ontario, Canada, focusing on the inclusion of the unique needs of systematically marginalized students, specifically refugees and forced immigrant (RFI) youth. Modes of inquiry are qualitative document analysis of New Jersey and Ontario leadership policies, preparation requirements, and standards. The objective of this paper is to present an extensive literature review of policies related to educational leadership and supporting RFI youth and their teachers as well as to reveal gaps in policies and examine pre- and in-service training requirements. Within the field of comparative and international education, this chapter highlights the institutionalization of trends in educational leadership at state or provincial levels and how these macro-level policies influence educators’ abilities to meet the needs of students from marginalized communities, such as refugees and immigrants.

This chapter describes and examines how Iwi (tribe)-led projects in Higher Education settings might advance Iwi aspirations and lead to authentic collaboration. Two recent developments in higher education, Mau ki te Ako – Culturally responsive professional learning and development for teachers and He Toki ki te Rika – a Māori trade training initiative, are discussed. Both initiatives are Iwi-led partnerships facilitated by Te Tapuae o Rehua between partner tertiary institutions. These projects or sites in which Iwi engage with tertiary institutions can be seen to reflect society at large as sites of struggle where power is negotiated, aspirations are articulated and values inherent in the way in which projects are progressed.