Educational administration scholars have long argued that reflective practice and meaningful critical dialogue are important aspects of thoughtful leadership. This article explores the efficacy and utility of these two activities in relation to learning about and enacting leadership for social justice. The article centers on the reflective narratives of two leadership-for-social-justice scholars. It considers how their discrete experiences and ongoing dialogue contributed to their development, and it reveals the complexities and deficiencies that they continue to reconcile. The article concludes with a discussion of the value of engaging in these activities. It is written with established and emerging scholars in mind, who are seeking to understand what social justice means and who are striving to situate themselves as active members of a scholarly community.
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