Arendt was a severe critic of modernity and the tendency, in mass society, for people to be susceptible to whatever ideology is presented and whatever means is demanded without thinking. Arendt used the term 'dark times' to refer to the loss of individual thought, the loss of memory and respect for humanity, and people's inability to see what was going on in front of them. For Arendt, the common world we share exists as a result of the differences we reveal in dialogue--a world of inclusion and respect for the past and hope for the future and for inventing new and better ways for living together. In such a world there needs to be a plurality of people and a plurality of ideas--one 'vision', one dominant idea, one ideological explanation, neither requires nor permits exchange or contestation. When one idea prevails … 'all dissent is silenced or seen as obstructive'. In this situation, children do not learn from adults 'that the political world must have room for all people'. In this paper, I identify why the resources of Hannah Arendt are useful to consider an alternative vision for "educational" leadership, which is linked to the cultivation of a dialogic teacher 'public space', where the diverse views and contributions of each teacher matter. Hannah Arendt identifies the capacity for humans to make a difference in the world and the responsibility for judgement, thinking and action in the company of others that accompanies this possibility. For Arendt, this possibility involves the awareness of other perspectives and the plurality of the human condition. Arendt's approach to her work was informed by her belief that 'people are individually and collectively responsible for attempting to understand what is going on in the human world'.