This book examines how systems of power operate within teacher leadership environments. It offers critical frameworks tailored for educational leaders through which to examine inequity, challenge injustices, and enhance educational opportunities. Bringing together 26 diverse educators, this volume wrestles with the ways teacher leaders can increase their focus on educating marginalized students and create new pathways forward, working against systemic oppressions. Chapters begin with a historical look at teacher leadership followed by chapters that offer alternatives to deficit and discriminatory teaching and disciplinary practices. The text ends with a reimagining of teacher leader preparation. Chapter authors employ analytical lenses that include AsianCRIT and DisCRIT and consider topics such as advocacy, autoethnography, positive racial identity development, and equity-focused professional learning. Each chapter also provides guidance and implications for practice. Editors KaaVonia Hinton and Jori S. Beck investigate how teacher leaders can challenge bias within school systems and center social justice in their practice, setting up a call to action for more teacher leaders, teacher preparation programs, and teacher educators to reimagine their practice.

KaaVonia Hinton is a professor in the Teaching & Learning Department at Old Dominion University in Norfolk, Virginia.

Jori S. Beck is an associate professor of research design, methods, and analysis in the School of Education at the College of William & Mary.