ABSTRACT The intersection of multiculturalism and educational leadership, under a Social Justice (SJ) framework to understand diversity and equity issues, has received major attention in the academic world internationally. However, few is known about commonalities and differences between societies within this intersection. To address this gap, we reviewed 215 indexed articles from main databases, following PRISMA procedures. Results detected most research conceptualises multiculturality as indigenism, ethnicity or race, and less often as gender, religion, and disabilities. Also, the understanding of leadership generally focuses on principals and empowered teachers within formal K-12 settings. Furthermore, we found the hegemony of Anglo-Saxon publications, even among non-English speaking countries, giving insights of academic colonialism. We concluded the relevance of the relationship of educational leadership with multiculturalism as a research+development agenda. To reach equity and develop SJ inside of several diversity understandings, educational leaders need to address broad communities by a culturally sensitive leadership.

中文翻译：

---

多元文化主义和教育领导力的系统评价：跨社会知识生产的异同

摘要 在理解多样性和公平问题的社会正义 (SJ) 框架下，多元文化主义和教育领导力的交叉在国际学术界受到了广泛关注。然而，人们对这个交叉点内社会之间的共性和差异知之甚少。为了弥补这一差距，我们按照 PRISMA 程序审查了来自主要数据库的 215 篇索引文章。结果发现，大多数研究将多元文化概念化为本土主义、种族或种族，而较少将其概念化为性别、宗教和残疾。此外，对领导力的理解通常侧重于正式 K-12 环境中的校长和授权教师。此外，我们发现盎格鲁撒克逊出版物的霸权，甚至在非英语国家中，也提供了学术殖民主义的见解。我们总结了教育领导与多元文化主义的关系作为研究+发展议程的相关性。为了在多种多样性理解中实现公平和发展 SJ，教育领导者需要通过对文化敏感的领导来解决广泛的社区问题。