ABSTRACT
Although educational leadership has been studied in theory and practice for over a century, educational leadership specific to higher education has been and remains on the margins of scholarly exploration (Santamaría, in press). Research on educational leadership for an increasingly diverse society is even more rarified and further removed from studies in the field of educational leadership and higher education in general (Santamaría and Santamaría, 2016). In this chapter we consider a closer and more responsible look at what we, in the past, have called culturally responsive leadership and instead continue the conversation about what it means for leadership to be culturally sustaining and inclusive (Paris, 2012; Paris and Alim, 2014). We do this as an integral part of scholarly discourse to further define and implement more humane approaches to diversity and inclusion in higher education.
