Much of the literature that has contributed to school leadership being widely accepted as the second most important school-based factor to classroom teaching that correlates to student outcomes (Leithwood et al., 2006; 2020) is based on knowledge produced in the Western world (Khalifa et al., 2019). Although this mono-cultural dominance of the discipline is slowly being reversed by a growing diverse global knowledge base (Castillo & Hallinger, 2018; Hallinger, 2020), the quantitative increase only begs the question about the qualitative decolonising direction that should shape the body of knowledge being produced. In response, the collection of articles in this issue offers a promising overall decolonising agenda for educational leadership and management particularly in Sub-Saharan Africa without claiming to prescribe a single definitive path as doing so would be counterproductive to the spirit of diversity that triggered this enquiry in the first place....