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Calls for a social epistemology in educational administration and leadership are not new. As a field of inquiry, parallel monologues have come to dominate scholarly outlets and forums. But, parallel monologues arguably violate the logic of academic work – argument and refutation – with significant implications for the rigor and robustness of knowledge claims. This Special Issue sought to provide a forum for sustained dialogue and debate on the problems and possibilities of the relational approach that I am advancing. As the concluding paper, and a rejoinder to the contributions, here I highlight the difficulties of generating dialogue and debate and how going beyond our own complicity is challenging, but arguably rewarding, academic work

The Relational Approach and Social Epistemology in Educational Leadership: A Rejoinder