This volume raises critical questions about the qualities of democratic educational leadership during a time when the promise of democratic education and public life risks being abandoned forgotten and emptied of meaning. A diverse chorus of scholars in education take on this issue by analyzing the cultural context of educational leadership in the age of No Child Left Behind by offering democratic counter-narratives of educational leadership and by deconstructing popular culture representations of educational leaders. In doing so they re-situate leadership within a political context and link it to struggles over social justice and human freedom. The contributing scholars also radically re-think educational leadership in ways that include teachers university-based educators and scholars as leaders.