This book sketches possible alternatives for advancing scholarship in educational leadership. Engaging epistemology, ontology, and methodology, the volume evokes the message that there is more than one way to advance knowledge. It was originally published as a special issue of Educational Philosophy and Theory.

Scott Eacott is Senior Lecturer, and Director of the Office of Educational Leadership, in the School of Education at the University of New South Wales, Sydney, Australia, and Adjunct Professor in the Department of Educational Administration at the University of Saskatchewan, Saskatoon, Canada.

Colin W. Evers is Professor of Educational Leadership in the School of Education at the University of New South Wales, Sydney, Australia.

Introduction - New Frontiers in Educational Leadership, Management and Administration Theory 1. Problematising the Intellectual Gaze of the Educational Administration Scholar 2. Toward an Ontology of Practices in Educational Administration: Theoretical implications for research and practice 3. Practice Theory: Viewing leadership as leading 4. Thematic Approach to Theoretical Speculations in the Field of Educational Administration 5. Advocating a Post-structuralist Politics for Educational Leadership 6. Leadership in a Performative Context: A framework for decision-making 7. Naturalism and Educational Administration: New directions