Learning through leadership: capturing practice architectures

This article depicts the emergence of an intercultural learning community through an international research project on educa-tional leadership. Drawing from partners’ self-reflections collected and analyzed during the project, we engage with concepts includ-ing transformative leadership, practice architecture, and Northern/ Western power and privilege. We argue that trust and norms of engagement take time to build in non-hierarchical education prac-tice architecture, however the resulting holistic and capacitating co- production of knowledge can be a model for academic develop-ment in individuals, in higher education institutions, and in inter-national project work.