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. (2017). The lives and identities of UK Black and South Asian head teachers: Metaphors of leadership. Educational Management, Administration, & Leadership, 45(5), 842-862. Click here to view EMAL Best Paper Podcast.
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.
Referred Book Chapters
Johnson, L., & Winton, S. (in press 2021). Researching educational advocacy from multiple perspectives: Findings from the WERA International Research Network on Engaging Families, Communities, and Educators as Educational Advocates. In I. Gogolin & L. Ebersohn (Eds.), Global perspectives on educational research. Routledge.
Johnson, L. (in press 2021). “Outsiders within”: Black women headteachers of the Windrush generation. In P. Moorsi, V. Showunmi, C. Shakeshaft, & I. Oplatka (Eds.), Bloomsbury handbook for gender and educational leadership and management. Bloomsbury.
Scanlan, M., & Johnson, L. (2020). Inclusive leadership on the social frontiers: Family and community engagement. In G. Theoharis & M. Scanlan (Eds.), Leadership for increasingly diverse schools (2nd ed., pp. 227 – 258). Routledge
Johnson, L. (2020). Moral leaders for multicultural Britain: The lives and identities of UK South Asian head teachers. In J. C. Veenis, S. Robertson, & J. R. Berry (Eds.), Multiculturalism and multilingualism at the crossroads of school leadership: Exploring leadership theory, policy, and practice for diverse schools (pp. 17 – 31). Springer.
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.
2020 David G. Imig Distinguished Service Award, Carnegie Project on the Education Doctorate (CPED), University of Pittsburgh, Pittsburgh, PA
Co-Editor, Race, Ethnicity, and Belonging in Education Book Series, Bloomsbury
2019-2022 Honorary Associate Professor, University of Nottingham
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)