Culturally responsive leadership practices and preparation programs in national and international contexts; historical and contemporary studies of community activism in urban school reform, and successful leadership in high-poverty schools.
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).
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)