This paper showcases how spiritual engagement with critical awareness helps to bring about reforms at school being comprehensive, just, and inclusive as far as possible. It further looks for the reconciliation of spirituality and criticality so as to deconstruct deep seated leadership myths via dimensions of critical spirituality, namely critical self-reflection, deconstructive interpretation, performative creativity, transformative action, and relational self and autoethnography. Reconciling spirituality with critical perspective inspires to have a critical and holistic understanding of engaged spirituality and leadership theorising critical spirituality as an ontological and epistemic praxis to connect inner world to the outer social reality and materiality. It appears that adherence to spirituality through critical engagement helps to create a vibrant educational leadership space issuing a sense of optimism, utopian envisioning, challenging the taken for granted assumptions, and embracing spiritual diversity.



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