This article reviews the concepts of witnessing and advocacy as they inform and disrupt both the practice and the teaching of educational leadership. Since power relations are always a part of social interactions, educators need to attend to the ways those power relations affect teaching and learning. The article suggests that witnesses look for evidence of harmful bias in their schools and work to find remedies; witnesses identify biases in themselves and strive to ensure that those biases do not impede teaching and learning; witnesses listen when evidence of harmful bias is brought to them and work collaboratively to find remedies; witnesses articulate both problems and solutions related to bias, using their roles to fulfill the broader purpose of education; and witnesses see the powerful role of education in either perpetuating or challenging biases.
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