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This chapter explores the concepts of awareness of self and others and their application to equity-oriented educational leadership. Drawing from the literature, the authors define key concepts and how these concepts affect the work of school leaders. The authors then present an analysis of the career development of three principals who each struggle with how they will define themselves in relation to the community in which they work. Collectively these cases illustrate the importance of attending to self-awareness and cultural knowledge in the preparation of equity-oriented educational leaders. All participants’ names have been changed to protect their identity.

This introductory chapter provides background information and an organizational structure for the book. The authors begin with a brief history of the research project that undergirds the work presented in each chapter. Drawing from the fields of enology and viticulture, the authors introduce the concepts of terroir, millerandage, and appellations as section headings that help to frame brief descriptions of each chapter. The authors conclude with an invitation for the reader to engage with the authors in a discussion about the contents of the book.

The contents of this book and its articulation of the changing contexts, emerging trends, and challenges that new and aspiring school principals must contend with reveal a complex and protracted genesis over several years.

John Churchley is the Assistant Superintendent-Human Resources for the Kamloops/Thompson School District in British Columbia, Canada. He has a background in both arts education and educational leadership. These two fields are reflected in his work as a practitioner and leader and in his academic research. He has taught music at elementary, secondary, and university levels and has worked as a fine arts curriculum consultant and as a school principal and district administrator. John holds a Doctor of Education degree from the University of Nottingham and keeps connected academically through an appointment as Adjunct Professor at Thompson Rivers University and through his involvement in the Arts, Aesthetics, Creativity, and Organization Research Network. His research interests include: the aesthetic experience; integrated arts/aesthetic education; leadership development and its intersection with aesthetic education; and public education issues in human resources management, labor law, and labor relations. E-mail: jchurchley@sd73.bc.ca

The cutting edge contributions in this thoughtful volume underscore what we know and need to know about how to effectively prepare new principals in international contexts. With contributions from Australia, Mexico, First Nations principals in Canada, England, Spain, Kenya, Latin America (Brazil, Chile, and Argentina), and the United States, these intriguing new case studies from the ISPP (International Study of Principal Preparation) utilize a variety of lens – relational and instructional leadership, political acumen, entrepreneurialism, environmental education, and cultural self-awareness among others – to explore how novice principals develop their craft. It should prove essential reading for those who aim to prepare the next generation of 21st century school leaders who are responsive to both local and global contexts. Highly recommended.