Leadership as Epistemic Transformation Toward Justice: Collective Knowledge-Making with Transpacific Liminality

A recent study in Educational Administration Quarterly proposes a theoretical framework for educational leadership, conceptualizing it as 'epistemic transformation toward justice.' This approach integrates critical dialogue, a transpacific framework, and social emancipatory inquiry, using the empirical context of the Korean American community to examine its implications.

This theoretical perspective redefines leadership beyond administrative functions, framing it as a catalyst for fundamental knowledge transformation aimed at achieving justice. Understanding this approach can inform strategic initiatives to cultivate more equitable and inclusive environments through collective inquiry and critical engagement.

Educational leadership is theorized as an act of epistemic transformation toward justice.

Forward consideration, not a verified fact.