Confusion and furies about issues such as gender and sexuality present themselves as counternarratives about schooling. Rather than treat them as situations for educational administrators to manage or evade, the author proposes to use these counternarratives to fundamentally reframe educational leadership to be a profession proud of and skilled at interventions for social justice. Research and leadership generated by these avoided, marginalized, and suppressed truths will be powerful and energized by unbounded transgressive fury. The "Journal for Research on Leadership Education," eliciting "boundary-crossing" and "conversations," can tap into this power. (Contains 4 notes.)