Chapter 13:: Transformative School Leadership: Deconstructing Self and Agency in a Global World

In the globalized world in which we now live, school leaders must be prepared to think innovatively about how best to prepare students in differing social, political, and cultural contexts. To do so, principals require a model of leadership that transcends epistemological and national boundaries to nurture learning organizations that produce students who are equipped to engage in the global knowledge economy and to participate as citizens of the world. Thus, we offer a model of leadership development that calls for transformational leadership through reflection and deconstruction of self that allows one to unlearn/reconceive and transform self and organizations. During the deconstruction process, individuals are able to confront privilege and learn from the perspectives and values of others. This inquiry-based approach reinforces the growth of the learning organization while considering the need for proficiency of intercultural communication to empower action toward social justice. This chapter presents an inquirybased model of reflective practice grounded in critical multiculturalism and field tested with practitioners.