Never before have leadership, equity, and social justice been more important and/or critical to the mission of public universities and institutions of higher education. The twenty-first century has ushered in a period of instantaneous feedback, including live newsfeeds, reviews of goods and services, and online streaming events, as well as experiences. Anyone with a smartphone has access to millions of individuals with whom to report his/her affirmation and/or dissatisfaction with individuals, products, or services. Colleges and universities have not been immune to this current climate. The purpose of this volume is to "critique" the current state of American higher education through the lenses of critical theory and critical pedagogy. This volume seeks to impact higher education preparation programs by filling the void in the literature from voices in the field. The contributing authors are a diverse array of scholars and practitioners who are committed to moral and shared leadership, equity and access, and social justice.
I would like to thank Christie Wormington for her support in organizing this reader. Talha Siddiqi for his invaluable feedback and contributions and Muna Pokharel for her gift of transcription. I am incredibly grateful to the contributors for their patience, commitment, and expertise; without them, this volume would not exist. Many thanks to the team at Peter Lang. I appreciate the opportunity to work with you in bringing this reader to fruition.