Re-framing the formation of rural educational leaders

The primary purpose of this chapter is to present a rationale for reframing the formation of educational leaders1 that is distinctively rural in its purpose, its character, its ontology, and how it might be progressed. Firstly, understandings of rural and rurality are considered, followed by a discussion of sustainability because of its profound importance to there "being future." Next, selected critical dimensions and challenges associated with reframing the preparation of rural educational leaders are discussed, including data from an Australia-wide survey. A section on privileging the constructs of rural, space, and spatiality, plus contextual intelligence, relational leadership, and extended leadership field placements completes the chapter.