The purpose of this study was to understand how graduates in an educational leadership preparation program utilized different forms of knowledge learnt through a social justice and equity leadership curriculum while utilizing transformative learning practices. The findings illuminated on participants’ capacity to transfer their knowledge of self, content knowledge, and learnt dialogic skills to their local contexts to address injustice and oppressive structures. This research illustrates how a transformative learning framework for equity and social justice can be utilized for leadership preparation and contributes to research on how knowledge for equity and justice translates to praxis in local contexts.
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