This article examines the role of leadership in establishing a school climate where ethical deliberation—a discussion of what is "right" and "fair"—undergirds educational decision-making. It raises a number of questions to which progressive educational leaders must respond in planning to meet the needs of all students, but especially those of African descent-those students with promise and potential whose future is jeopardized by current educational policy and practice which often ignore issues related to power and privilege. A major focus is educational leaders who have position authority to facilitate planning for more inclusive educational settings for students who are culturally and linguistically diverse (i.e., superintendents, building-level administrators, directors of special education, division-level administrators). However, shared leadership and empowerment of teachers and specialists are reviewed as an essential element for effective collaboration and achievement of educational environments where all students experience a sense of acceptance and belonging.
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