The erosion of borders and the movement of people across international borders have given rise to a range of diversity issues in schools. As a result, it has become increasingly important for scholars and practitioners to build collaborative partnerships across borders to conduct research to unearth innovative and creative ways for aiding school leaders to understand and respond to issues of diversity. Research that is integrated, to reflect multiple perspectives and cultures can help discern approaches to address such issues. Utilizing the qualitative research narrative inquiry approach, data were collected through interviews with principals in Jamaica and Ontario, Canada. This presentation seeks to share ways in which school leaders in Ontario and Jamaica make sense of their leadership journey, respond to socio-cultural shifts in the growing issue of diversity in schools. Shifting school and community demographics, globalization, and the movement of people across international borders have made cultural diversity an important issue and phenomenon in education globally (Ball, 2006; Kinloch, 2011). Dimmock urges scholars in the field of educational leadership to look beyond national borders for alternative frameworks, because if they do not the field will remain too narrow. In other words, space must be created to include voices, experiences, and knowledge that have not been present in the discourse, and shift away from the dominance of Eurocentric theorizing about policy and practice that tends to place focus on national contexts. The study’s findings will be used to theorise about school leaders' practice in both country context and inform current educational leadership discourse and provide a framework for collaborative research between scholars from the Caribbean and North America
