Abstract
Critical interrogation, deconstruction, and reconstruction of leadership texts, tools, and scholarship are necessary to achieve a more equitable future in the field of leadership studies and leadership education. This chapter highlights the experiences and learning from a team of early-career scholar-practitioners engaged in a critical inquiry process about leadership learning, development, and scholarship in higher education. Critical inquiry illuminates present inequities to facilitate the imagination of a more equitable future. Following a brief review of the purpose and process of our collective work, we present the ways we observed power as a central tension in developing a research agenda for leadership scholarship. Finally, we engage in problem-posing and future-casting to offer possibilities for the future of leadership education.
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