Eugenie A. Samier is a Reader in the School of Education, University of Strathclyde, Scotland

Peter Milley is Associate Professor in the Faculty of Education and Senior Associate of the Centre for Research on Educational and Community Services at the University of Ottawa, Canada.

PART I. Foundational theories and models. 1 Postcolonial and indigenous critiques of (neo--)colonial hegemony in identity formation: theoretical implications for educational administration and leadership. 2 Authenticity and leadership identity formation: the rhetoric of transformational leadership metaphors in UK post--compulsory education. 3 A feminist poststructuralist analysis of discourses invoked in the construction of women's leadership identities in higher education. 4 Language, identity, and education: a sociolinguistic perspective. PART II. Teaching and research issues. 5 The indigenous achievement agenda and identity politics in university administration: navigating faculty recruitment in an era of institutional change. 6 An intersectional model for student identity possibilities: strategic approaches from within university educational leadership. 7 Leadership identity formation and expression through a university mentoring relationship: a reflective dialogue. PART III. Contemporary issues and cases internationally. 8 Cultural identity and fear: the case of ultra--orthodox Jewish teachers in primary education. 9 Constructing modern women's leadership identities in the Arabian Gulf: synthesising roles from culture, tradition and modernisation. 10 Digitalising Italian school leadership: the national plan for digital schools. 11 Physicians and academic leadership: key considerations from a social identity perspective. 12 Young Emirati women's leadership identity formation: challenges in constructing leadership identity without losing national and cultural identity

Educational Administration and Leadership Identity Formation explores approaches and issues that arise in leadership identity formation in a variety of educational contexts. Bringing together a range of national and international contributions, this volume provides a global perspective on this multi-dimensional topic.
This book examines the theoretical foundations relevant to identity and identity formation, and their implications for researching and teaching in educational administration and leadership. It includes a range of sociological, psychological, political, cultural, and socio--linguistic approaches to examining leadership identity formation. It also addresses models, practices and experiences that vary according to identity politics, cultural difference, and historical and contemporary privilege in leadership identity formation.
Working from theoretical and practice-base perspectives, this book will be of great interest for researchers, practitioners, policy-makers and academics, as well as students in teacher education programs and graduate courses in educational administration and leadership, organisational studies, and educational ethics for broad international use.