The special issue of Professional Development in Education, guest edited by Deirdre Torrance and Christine Forde (2021) with a Foreword by Associate Editor PDiE Fiona King (2021) sought to explore the perspectives and practices of leaders who advocate for social justice. Against the backdrop of the global Covid-19 pandemic, the expansion of the Black Lives Matter Movement, and the OECD's emphasis on Excellence and Equity, this special issue highlights the notable disparity between privileged and underprivileged communities. It underscores the urgent need to address issues of inequity. School leaders' professional learning and development (PLD) and how they support the PLD of others to build socially just schools was an important question underpinning this special issue. Torrance and Forde classified the submissions in this special issue into three overarching themes: Leadership development and leading socially just schools; Leading in socially just schools and; teacher development to build practice in socially just schools. The content primarily comprises empirical studies conducted in diverse contexts, complemented by a critical review of the literature and two conceptual papers. This presentation will explore the conceptualization of social justice in the featured articles. A prominent theme throughout the special issue revolves around the interchangeable use of terms (inclusion, equity, equality, diversity) in research, writing, and the practice of social justice. While acknowledging the absence of a universally agreed-upon definition for these terms, there is a concern about ensuring clarity in meanings to enhance understanding of the associated challenges. Whilst recognizing the significance of context in shaping these concepts and practices, this paper will make the case for explicitly defining what we mean by social justice within our professional learning environments. It will also contend that critically reflecting on the various factors that shape our beliefs and practices as educators—such as social, economic, political, and personal influences—is equally crucial. Professional learning that fosters such awareness represents only an initial phase, with calls for leaders and teachers to become more political and agentic in their roles. Social justice leadership calls for a reflective, activist and transformative stance, proposing that leadership learning should be integrated into all professional development. Additionally, we are compelled to unite in addressing the voices of those marginalised, aiming to enact positive changes and transform both schools and society.

Christine Forde & Deirdre Torrance (2021) The place of professional growth and professional learning in leading socially just schools, Professional Development in Education, 47:1, 3-6, DOI: 10.1080/19415257.2020.1848491 Fiona King (2021) Foreword, Professional Development in Education, 47:1, 12, DOI: 10.1080/19415257.2020.1848492