This article is framed in two ways. First, by an editorial concern regarding the Americentricity of a special issue for the "Journal of Research on Educational Leadership" on leadership preparation. And second, Jean-Marie, Normore, and Brooks' (2009) desire for a "new social order" for a "multinational dialogue" as expressed in their paper "Leadership for social justice: preparing 21st century school leaders." This author was asked to provide her "unique view" of social justice, presumably as an Australian, a feminist scholar, a critical policy sociologist, and an historian whose field of research has been on educational reform, leadership, and social justice for twenty years. Her "uniqueness" also lies in her centrality in feminist research within the field of educational administration and leadership and her marginality from "the mainstream." From this positioning, the author has critiqued the mainstream for its subordination to the field of business in deriving new theories and practices of educational reform and for its selective appropriation of feminist and critical sociology and history without acknowledging their origins or political intent with regard to social justice. Blackmore briefly maps the background to leadership preparation in Australia, and then develops a dialogue with Jean-Marie et al. around social justice and leadership preparation.