Are alternative forms of educational leadership possible and effective in a managerialist, neo-liberal education context? This article presents a case study of the feminist education leadership of one principal (Jill) whose social justice agenda was a driving force for her leadership practice. In particular, I describe two aspects of her leadership, support for "at risk" students and valuing multiculturalism. I suggest that not only is the practice of feminist leadership essential to achieve more equitable schools, it is also effective. In striving for social justice Jill looked for ways to share the power and responsibility and found it in the establishment of a co-principalship.
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