Publications (since 2012)
- Winton, S. & Johnson, L. (Eds.) (2017). Engaging families, educators, and communities as educational advocates. New York: Routledge.
Journal Special Issues
- Johnson, L. & Crow, G. (Eds.) (2017). Professional identities of school leaders across international contexts. [Special Issue]. Educational Management, Administration, & Leadership, 45(5). Podcast available at http://journals.sagepub.com/doi/suppl/10.1177/2050449717712316
- Johnson, L., & Winton, S. (Eds.) (2016). Families, educators, and communities as educational advocates: Cross-national perspectives. [Special Issue]. Leadership and Policy in Schools, 15(1).
- Jacobson, S., & Johnson, L. (Eds.) (2013). Educational leadership development in international contexts. [Special Issue]. Journal of Educational Administration, 51(1).
- Johnson, L. & Pak, Y. (2018). Leadership for democracy in challenging times: Historical case studies in the US and Canada. Educational Administration Quarterly.
- Johnson, L. (2017). “Educating for democratic living”: The City-wide Citizens’ Committee on Harlem (CWCCH), 1941-1947. Historia Social y de la Educacion/Social and Education History, 6(3), 261 – 289. Available at: http://hipatiapress.com/hpjournals/index.php/hse/article/view/2871/pdf
- Johnson, L. (2017). The lives and identities of UK Black and South Asian head teachers: Metaphors of leadership. Educational Management, Administration, & Leadership, 45(5), 842-862.
- Johnson, L. (2016). Boundary spanners and advocacy leaders: Black educators and race equality work in Toronto and London, 1968 - 1995. Leadership and Policy in Schools, 15(1), 91 - 115.
- Wilson, C., & Johnson, L. (2015). Black educational activism for community empowerment: International leadership perspectives. International Journal of Multicultural Education, 17(1), 102 – 120. Available at: http://ijme-journal.org/index.php/ijme/article/viewFile/963/1035
- Johnson, L. (2014). Culturally responsive leadership for community empowerment. Multicultural Education Review, 6(2), 145 – 170.
- Fuller, C., & Johnson, L. (2014). Tensions between Catholic identity and academic achievement at an urban Catholic high school. The Journal of Catholic Education, 17(2), 95 - 104. Available at digitalcommons.lmu.edu
- Johnson, L. (2013). Segregation or "thinking Black"? Community activism and the development of Black-focused schools in Toronto and London, 1968 - 2008. Teachers College Record, 115 (11). Featured video available on The Voice @ https://vialogues.com/vialogues/play/12712/
- Johnson, L., & Campbell-Stephens, R. (2013). Developing the next generation of Black and Global Majority leaders for London schools. Journal of Educational Administration, 51(1), 24-39.
- Johnson, L., & Sillman, K. (2012). When the leader leaves: Sustaining success at Romero High School. Journal of Cases in Educational Leadership, 15(3), 47 - 55.
Referred Book Chapters
- Johnson, L. (2017). Boundary spanners and advocacy leaders: Black educators and race equality work in Toronto and London, 1968 - 1995. In S. Winton & L. Johnson (Eds.), Engaging families, educators, and communities as educational advocates. New York: Routledge. (Reprinted from Leadership and Policy in Schools, 15(1), 91 – 115.)
- Johnson, L. (2017). Interpreting historical responses to racism by UK Black and South Asian headteachers through the lens of generational consciousness. In S. Courtney, R. McGinity, & H. Gunter (Eds.), Educational leadership: Theorising professional practice in neoliberal times (pp. 124 – 137). London: Routledge.
- Johnson, L. (2016). Culturally responsive leadership for community empowerment. In Y. K. Cha, J. Gundara, S. H. Ham, & M. Lee (Eds.), Multicultural education in glocal perspectives: Policy and institutionalization (pp. 183-199). Dortrecht: Springer.
- Scanlan, M., & Johnson, L. (2015). Inclusive leadership on the social frontiers: Family and community engagement. In G. Theoharis & M. Scanlan (Eds.), Leadership for increasingly diverse schools (pp. 162 – 185). New York: Routledge.
- Johnson, L. & Fuller, C. (2014). "Culturally Responsive Leadership." Oxford Bibliographies. New York: Oxford University Press. Available at: oxfordbibliographies.com
- Johnson, L., & Campbell-Stephens, R. (2013). Beyond the colorblind perspective: Centering issues of race and culture in leadership preparation programs in Britain and the United States. In I. Bogotch & C. Shields (Eds.), International handbook of educational leadership and social [in]justice (pp. 1169-1185). Dordrecht: Springer.
- 2017 Best Paper Award, BELMAS (British Educational Leadership, Management, and Administration) for “The Lives and Identities of UK Black and South Asian Headteachers: Metaphors of Leadership.”
- 2015 – 2018 Convenor, International Research Network on “Families, Schools, and Communities as Educational Advocates: Cross National Perspectives.” World Educational Research Association (WERA).
- 2015 - 2017 Distinguished Faculty Fellow, Western University, London, Ontario (by faculty election)
- 2014 - 2015 Fulbright Core Scholar - University of Nottingham Award (12 months -All disciplines)
- 2013 - 2019 Honorary Research Fellow, Educational Leadership and Policy Studies, University of Nottingham (by Faculty Election)
- 2008 AESA Critics Choice Award from the American Educational Studies Association for Multicultural Policies in Canada and the United States (Joshee and Johnson, University of British Columbia Press, 2007)