Victoria Showunmi is Lecturer in Education at IOE, UCL’s Faculty of Education and Society, University College London, UK, Affiliated Faculty at the University of North Carolina, USA, and Visiting Associate Professor at Fulda University of Applied Sciences, Germany.Pontso Moorosi is Associate Professor of Educational Leadership and Management at the University of Warwick, UK, and Research Associate at the University of Johannesburg, South Africa.Charol Shakeshaft is Professor of Educational Leadership in the School of Education at Virginia Commonwealth University, USA.Izhar Oplatka is Professor of Educational Administration and Leadership in the School of Education at Tel Aviv University, Israel.

• List of IllustrationsList of ContributorsAcknowledgementsForeword, Helen M. Gunter (University of Manchester, UK)Introduction Victoria Showunmi (UCL Institute of Education, University College London, UK) and Pontso Moorosi (University of Warwick, UK)PART I: Understanding Gender and Educational LeadershipPart I Introduction, Victoria Showunmi (UCL Institute of Education, University College London, UK) 1. Reflections on the Social Relations of Gender and Educational Leadership and Practice: the Case of Australia, Jill Blackmore (Deakin University, Australia)2. Reframing Constructive Spaces for Women in Educational Leadership: A Transatlantic Study, Maureen K. Porter and Claudia Fahrenwald (University of Education Upper Austria, Germany)3. Women Publishing on South African Educational Leadership Research: A Gender(ed) Topographical Literature Analysis, Janine Le Roux and Juliet Perumal (University of Johannesburg, South Africa)4. Gender, Leadership, and Positional Power, Saeeda Shah (Pakistan and the UK)5. The Soul Work of a Womanist Ethical Critical Servant Leader: An Authentic and Delicate Balance, Judy A. Alston (Ashland University, USA)PART II: Intersectionality and Social JusticePart II Introduction, Victoria Showunmi (UCL Institute of Education, University College London, UK)6. Social In/Justice and Double Marginality in Educational Leadership: Trajectories of Three Female School Principals from the Middle East, Khalid Arar (Texas State University, USA), Deniz Orucu (Baskent University, Turkey) and Julia Muhfouz (University of Colorado, Denver, USA)7. Gender, Educational Leadership and Social Justice: An Intersectional Lens, Jane Wilkinson (Monash University, Australia) and Katrina MacDonald (Deakin University, Australia)8. Intersectionality and Social Justice: Knowing Intersectional Discrimination When You Feel It, Kay Fuller (University of Nottingham, UK)9. Disrupting Narratives of Women in Educational Leadership, Rosemary Campbell-Stephens (Caribbean)10. Developing Leadership Acts: A Way to Reclaim Power Which Can Harness Actions and Resources, Sigal Oppenheimer (Bar-Ilan University, Israel)11. Black Women Headteachers of the Windrush Generation, Lauri Johnson (Boston College, USA)12. Intersectionality or Double Difference: Learning and Leading with Deaf Black Women in Brazil, Laudilea Aparecida de Lourdes Laudino (Rio de Janeiro County (PMRJ), Brazil) and Rosangela Malachias (Rio de Janeiro University, Brazil)Part III: Gender and Women’s Ways of LeadingPart III Introduction, Charol Shakeshaft (Virginia Commonwealth University, USA)13. Black Women’s Leadership Skills and Practices, Portia Newman (University of Virginia, USA)14. Mastering the Art of Fixing Ethical Dilemmas: Women Leading Schools in India, N. Mythili (National Institute of Educational Planning and Administration, India)15. Promoting a Gender-Sensitive Learning Environment among Primary and Secondary School Leaders in Zimbabwe, Irene Muzvidziwai (Midlands State University, Zimbabwe)16. Women’s Way of Leading: Inappropriate Essentialism or Critical Question?, Jacky Lumby (University of Southampton, UK)Part IV: Gender, Career and Leadership DevelopmentPart IV Introduction, Pontso Moorosi (University of Warwick, UK)17. Gender and Career: Constraints and Facilitators for Women in Accessing Educational Leadership in the UK, Marianne Coleman (UCL Institute of Education, University College London, UK)18. National and District Support for Women Aspiring to Careers in School Leadership in Ethiopia, Turuward Zalalam Warkineh, Tizita Lemma Melka (Bahir Dar University, Ethiopia) and Jill Sperandio (LeHigh University, USA)19. Leading Post-Primary Education for STEM Careers: The Gendered Perspectives in an Irish Context, Mary Cuneen (University College Dublin, Ireland)20. Women in Educational Leadership in Afghanistan, Costa Rica and Rwanda: Reifying Socio-cultural Capital, Elizabeth C. Reilly (Loyola Marymount University, USA)21. Women of Colour Creating Careers as Superintendents of US School Districts, Angel Miles Nash and Margaret Grogan (Chapman University, USA)Part V: Emotional Well-Being of Educational LeadersPart V Introduction, Izhar Oplatka (Tel Aviv University, Israel)22. The Missing Statistic in Initial Teacher Education: Experiences and Support Needs of Student Teachers who are Mothers, Joan Woodhouse and Laura Guihen (University of Leicester, UK)23. An Insight into the Professional Journey of Pakistani Women Academics: A Case from Pakistan, Afifa Khanam, Asma Kazi, Fakhra Aziz, Saira Taj, Aishah Siddiqah, Uzma Quraishi (Lahore College for Women University, Pakistan) and Victoria Showunmi (UCL Institute of Education, University College London, UK)24. Women’s Educational Leadership and the (not so) Hidden Toll of Emotional Labour: The Vomit in My Handbag, Rachel McNae (University of Waikato, New Zealand)25. Black Academic Invisibility: Intersectionality, Resiliency and the Complexity of Being Seen, Mary F. Howard Hamilton, Kandace G. Hinton and Kelsey Bogard (Indiana State University, USA)ReferencesIndex

The Bloomsbury Handbook of Gender and Educational Leadership and Management powerfully brings together a global group of leading scholars, advocates and practitioners. This will be one of the rare books I buy multiple copies of as it will quickly become essential reading for students and colleagues interested in gender and leadership!