Books launching - Understanding Leadership in Educational Contexts and Leading under pressure

Douglas Archibald, PhD, is a white cisgender man. On his father's side he descends from Scottish settlers who came to Canada in the late eighteenth century. On his mother's side, much more recently, as she immigrated from England in 1958. He humbly helped write this chapter from a position of privilege. He has not faced discrimination or racism in his years growing up and in his adult life. His lens is of an Anglophone male teacher, school administrator, and university professor. He has taught mainly in inner-city schools of Boston, Massachusetts; Ottawa, Canada; and in the ethnically diverse suburbs of Toronto, Ontario. He currently teaches and supervises health professions educators at the University of Ottawa. 

Stephanie Chitpin is a Full Professor of Leadership in the Faculty of Education, University of Ottawa, Canada. She is the recipient of the 2020 Research Excellence Award. Her research, funded by the Social Sciences and Humanities Research Council of Canada (SSHRC) and the Ontario Ministry of Education, Canada, is international in scope. Her research includes the analysis of the Objective Knowledge Growth Framework (OKGF), based on Sir Karl Popper's critical rationalism, as a new tool for understanding principals' decision-making. She is Series Editor of Transforming Education Through Critical Leadership, Policy and Practice. She has authored several books on leadership, and her most recent one is Understanding Decision-Making in Educational Contexts: A Case Study approach. 

Cameron Hauseman is an Assistant Professor in the Faculty of Education at the University of Manitoba. His research interests are situated in K-12 school leadership and program evaluation, with a specific focus on the work and well-being of school principals. 

Troy Heffernan is a Senior Lecturer and Fulbright Scholar at the University of Manchester's Institute of Education. His current work explores vice-chancellors' approaches to management; the emotional labor involved in higher education leadership; the consequences of precarious employment; the implication of personal networks in academic promotion and hiring relating to gender, race, and minority groups; and understanding the repercussions of higher education's shift to business models and marketing practices. 

Olfa Karoui is a PhD Candidate specializing in educational, leadership at the University of Ottawa. Olfa's research aims at understanding the impact of food insecurity in schools and the decision-making processes of leaders working with marginalized populations. Olfa's work includes A Canadian Move Towards Culturally Responsive Pedagogy (with Dr. Chitpin). 

Parisa Rezaiefar, MD, CCFP, is a Muslim-born, heterosexual cis-woman, parent, and recent settler as a refuge to Canada from Iran. She writes this chapter as an underrepresented physician in medicine because of her ethnic background, mother tongue, the poverty she has experienced, and being the first woman to attain a postsecondary degree in many generations of her family. She is a family physician in Ottawa and is currently an Assistant Professor and clinical teacher to family medicine residents and medical students. 

Nathalie Siris is an experienced education professional who has worked locally and internationally at many levels in the education system, including as a teacher, a consultant, and a system leader. Her work is focused on developing socially just practices creating educational contexts built for human flourishing in all its diversity.