Stephanie Tuters – författare

Activist Leadership for Inclusive Schools explores courageous methods for educational leadership and principalship in Canada to move beyond additive discourses of diversity to dismantling systems of oppression for thriving schools and communities. It is a timely collection rooted in diverse approaches to activism that names, disrupts, and challenges dominant leadership discourses and practices that perpetuate harm to underserved communities.Throughout Canada, educational policies and mandates are often implemented without meaningful collaboration with the students, families, and communities they are intended to serve, thereby exacerbating systemic, structural, and institutional barriers. The collection's social justice approach to activism and leadership bridges gaps between policies, institutions, and communities. It calls for a more just education system that carves out spaces of belonging by honouring the lived experiences, identities, and intersectionalities of all students.This book is an invaluable resource for Canadian university education programs with courses focusing on educational leadership, diversity, social justice, or inclusive education. It also serves educational administration, existing teachers, principals, higher education instructors and researchers, policy makers, and activists.

Leadership for Whom and for What Purpose? Exploring Critical Leadership Praxis in Changing Times brings together international scholars, educators, and practitioners to rethink leadership in a rapidly shifting world. Spanning perspectives from across the globe, this collection examines how leadership theories translate into practice, how leaders are developed, and how power, identity, and context shape leadership across educational and organizational settings.Through research, narrative, and critical inquiry, the chapters explore urgent issues such as decolonizing leadership, equity centered mentoring, anti racism, culturally responsive leadership, crisis navigation, and the lived experiences of marginalized communities. Together, they illuminate leadership as a relational, ethical, and transformative practice rooted in justice and human dignity.Designed for scholars, researchers, leadership educators, and aspiring and practicing leaders, this book serves as a valuable resource for leadership and educational leadership programs worldwide. It challenges readers to reconsider who leadership serves, how it is enacted, and what it must become to meet the demands of our changing times.