Abstract
It is the underlying thesis of this Special Issue that the possibilities of history have been seriously and damagingly undervalued in the study of educational administration and leadership. This introduction explains why this matters and outlines a framework within which the papers of the contributors might be set. It then examines the concepts of educational administration and leadership and considers them as fields of practice. In the context of an exploration of how knowledge is produced, it discusses history as a form (or province) of knowledge and considers the contribution it can make to the study of educational leadership and administration. This is followed by a brief review of what was asked of each of the contributors and the paper concludes with some ideas for future work.
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