This book explores theoretical and practical implications of a global resurgence of populism on educational leadership. Drawing together a wide range of international authors, it examines how sociocultural and political populist developments affect educational policies, organisations and administration around the world.

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

Eugenie A. Samier is a reader in the School of Education, University of Strathclyde, UK. She has frequently been a guest researcher at the Humboldt University of Berlin; was a visiting professor in administrative studies at the University of Tartu, Estonia; and a visiting fellow at Oxford Brookes University.

List of tables. Contributors. Acknowledgements. Introduction: studying the relationship between populism and educational policy and administration internationally. PART I: Theoretical foundations in application. 1. Educational populism as a policy configuration: the struggle against school absenteeism in France. 2. Authoritarian populism, body politics, and the assault on gender studies: toward a new progressivism in education and society. 3. Challenges facing educational leaders in an ethos of anti-intellectualism: populist leadership and the personalisation of power in Hungary. 4. Neoliberal crisis, the populist moment, and the challenge of educational leadership. 5. Populism on young people's non-conforming behaviour as othering. PART II: Teaching issues. 6. Getting political: exploring how political savviness can help school district administrators counter-frame problematic populist policies. 7. Social foundations as preparation for school and community leadership: the urgency for deep learning in anti-intellectual times. PART III: Contemporary cases and issues. 8. Populist governance, caudillismo, and the crisis of education in Nicaragua: from the ideal of national purpose to political expediency. 9. Policymaking in higher education under neo-populism: a Brazilian experience. 10. Populism in Australian education: implications for educational leadership. 11. To surveil or not to surveil: educational surveillance in populist and nationalist times. 12. Conclusion: populism and educational leadership, policy and administration: influences, responses, and directions for scholarship and research. Index.