Although William P. Foster assumed the critical theorist's stance of revealing the presumptions and assumptions of educational leadership, he, among others, also provided the underpinnings for the field's current attention to issues of social justice. This article furthers the call, which Foster articulated in his final article, to assert leadership locally in countering the homogenizing effects of national standardization policies. Those who prepare local school leaders must engage in research at the local level that reveals educative approaches to preparing educational leaders that transcend policy limits on leadership.