Introduction

This book examines the intersection between pedagogy and leadership in intersubjective spaces. The intention is to discover answers to the most important question of educational leadership theory for practice today: who leads learning?

Current Perspectives

This book addresses current misconceptions about pedagogical leadership and pedagogy in schools today. It explores the evolution of pedagogy and pedagogical leadership over time from a philosophical perspective.

Philosophical Approach

This book advocates for a return to philosophical thinking about learning and leading the child over teaching and skills, while also reducing the binary between these fields. Each chapter draws upon empirical research, alongside theory and philosophy.

Implications for Practice

This book addresses key provocations about pedagogy and pedagogical leadership found in policy and professional learning that influence understandings that educational leaders have about the meaning of pedagogy and pedagogical leadership with implications for leading pedagogy in schools today.