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When we started this book in 2019, we knew that diverse leadership was essential to how educational institutions can be part of the social, cultural, and political transformation necessary to create a fully equitable world. We felt compelled to expand our understandings of leadership and give voice to diverse leaders and scholars working to embed social justice in their everyday practices. Since then, our conviction that diverse leadership is crucial has only strengthened as social injustice and inequity are magnified by the global pandemic (COVID-19). Leadership in all arenas – especially in education – has rarely mattered more. For example, persistent racism and xenophobia against Muslims, Jews, people of Chinese and, more broadly, Asian descent, and immigrants have been exacerbated during the COVID-19 crisis. The life-threatening impacts of COVID-19 on marginalized populations, those living in poverty, and those with disabilities have laid bare systemic racism and inequality in society and the Canadian health care system, with the death of Joyce Echaquan in 2020 just one example. COVID- 19 has acted as an amplifier for long-term structural racism, racism evident in the colonization and genocide of Indigenous people, especially the horrific treatment of Indigenous children in residential schools (Truth and Reconciliation Commission 2015). Structural racism also underlies the persistent violence against Indigenous women, who are five times more likely than other women to die from gender-based violence (Amnesty International 2004). Structural racism motivated the Black Lives Matter Movement that emerged from the horrifying deaths of Canadian and American Black people (heightened with the deaths of Trayvon Martin and George Floyd in the US and Jermaine Carby in Canada). Systemic racism and inequality are also obvious in Canadian education systems. Students in Canadian schools have suffered from gross and inexcusable acts of racism; for example, in 2016, a six-year-old Black girl in the Peel District School Board was put into handcuffs by police. In November 2020, a BC teacher asked students to identify “five positive outcomes of Residential schooling” as a homework assignment. And in 2021, there was ground-penetrating radar revealing what Indigenous communities already knew: the gravesite of 215 Indigenous children in Kamloops at the former site of the Kamloops Indian Residential School. All of these crises are social and political in origin, foundationally linked to White privilege, inequality, inequity, racism, and discrimination. Furthermore, these crises are socially constituted through individual actions, and they are systemically and historically embedded in all structures and organizations, with deeply rooted and persistent discourses of exclusion operating in ways that harm non-Western “others.” The implicit and often naturalized ways in which narratives of difference are maintained remain present in schools and among educators, leading us to our interest in the topic of diversity leadership.