In this article I hope to add convictional fuel, fodder, and possibility to the fires of those educational administrators and professors of leadership who have dedicated their lives to deeper forms of social justice, as well as to professionals who are beginning to admit that they have been too generous in trusting and conceding power to political and economic elites. I will lay bare the incommensurability between proscribed roles of educational leadership and social justice while, at the same time, discussing unconventional sources for inspiration, broader mediums and languages for naming our work, and the importance of forging alliances with groups outside our institutions. My intention has as much to do with provoking broader social action as it does to contributing to an academic discourse.
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