**6. Conclusion**

This chapter is informed by data collected from headteachers and teachers in five Junior High schools in one region of Ghana to understand their views of leadership and enacted practices and challenges. The findings suggest that the participants understood leadership as a collective responsibility; however, they felt that leadership practices in their schools are exclusive, replicating colonization of others within the school system. Their comments, by large, indicate that leadership is marred in political excesses, which serve as serious challenges to an effective leadership in schools. It is based on these findings that we found Bourdieu's concepts useful in helping us understand, interrogate and disrupt the reproduction of colonial orthodoxies in school leadership practice so that schools can become spaces of freedom for collective thinking and decision-making to enhance teaching and learning, particularly in Ghanaian schools. Arguably, understanding and conceptualizing leadership as a social practice that values multiple voices can help schools move away from colonial leadership and pedagogical approaches that exclude students and teachers from fully participating in the educational process. This means, leadership must enact practices that offer opportunities for the whole school community to share in the leadership process.
