As leadership for SJ is both contextual and personal, I seek to share with you the journey I have traveled throughout my life including the trajectories I shared with Kadir Beycioglu. My focus on the preposition 'reimagining and remembering the space' is my way of acknowledging the necessity for active intellectual debates on the many injustices around the world (Bogotch & Shields, 2014). Following Dewey on democracy and learning, what happens within-schools need to be transitioned to the care, concern, recognition and respect “beyond” schools into communities, villages, cities and states around the world. My intent is to demonstrate why the term SJ needs to be re-constructed locally in ways that lead local members of the communities towards material differences to bring about equity with dignity. In the “beyond” spaces I am not advocating for any single definition of SJ (Bogotch, 2002), any single ontological justification, or any single political pathway towards achieving SJ. Rather, by invitational what I mean is for readers to bring themselves to both the literature and to their own personal conversations , exploring the many journeys on the way towards a life grounded in leadership for SJ that I underwent including Kadir with whom we jointly contributed to this debate. SJ is, first, a political discourse; secondly, actions/interventions that seek to expand people’s opportunities to close disparities between oppressed peoples of the world and those who have been advantaged by circumstances alone; and, thirdly, as counter-narratives or action. As such, the “beyond” in terms of naming problems or identifying categories cannot be left as abstractions; rather I ask for the inclusion of flesh and blood human beings descriptions. In short, I will both analyze scholarship themes, interpretations, points of access to SJL, then employ the beyond as I invite the reader to use the masters' tools of traditional academia to disrupt, dismantle, and re-construct the masters' house. This re-construction should align and disrupt one's values, ontologies, and epistemologies. In part one, I will borrow interpretations of SJ counternarratives, then I will introduce my ontological and epistemological stance when entering into the 'beyond' SJ, not as an academic exercise, but rather, as a pedagogical commitment to living socially just lives. Writing autobiographically is one way to access and interpret the academic literature, and, for me, to conceptualize action steps of leadership for SJ.

Bogotch, I., & Shields, C. M. (Eds.). (2014). International handbook of educational leadership and social (in) justice (Vol. 29). Dordrecht: Springer.