Drawing on years of artivism and community organizing, I understand educational leadership not as hierarchical, but as a relational and collective practice. Through my teaching, research, and service, I have enacted leadership roles by fostering learning ecologies that involve collaborations between formal educational institutions, communities, and organizations. Viewing leadership in this way entails an ethical commitment to distributing power across disciplines, institutions, diverse cultures, epistemologies, and actors for the collective mapping of educational policies and the co-design of learning environments, curricula, and programmes. I have framed my leadership practice around these principles through long-standing work in various countries in Latin America and Canada, enabling me to participate in transnational dialogues on human rights and social justice education, as well as decolonizing methodologies and epistemologies from the Global South, among other fields.