This article seeks to push at current conceptual boundaries within the field of educational leadership in understanding the relationships between preparing candidates to lead for social justice through the senses"”ways in which school leaders perceive their lived experiences and relation to others. Four case examples are presented. Findings suggest school leaders deepen their understanding, ways of knowing and responses towards children and families who live on the margins by engaging in sense-making reflective practices. The article concludes with understanding the implications of this reflective practice in preparing school leaders to address issues of justice in US public schools
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