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This paper investigates the political contestation over hydraulic fracturing of shale gas, or 'fracking', in the UK. Based on an analysis of four public inquiries, it shows how both proponents and opponents of fracking employed scaling to mobilize interests by connecting (or disconnecting) fracking to spatial and temporal scales. The analysis explains how a fossil fuel hegemony was reproduced by linking local and specific benefits to nationally or globally recognized interests such as employment, energy security and emission reductions. The paper contributes to recent debates on environmental political contestation by showing how scaling enables the linkage of competing interests by alternating between spatial (e.g. local vs. global) and temporal (e.g. short term vs. long term) horizons. The authors argue that scaling allows dominant actors to uphold contradictory positions on climate change, which contributes to explaining the current disastrous political climate impasse.

Educational institutions, and in particular educational leaders, play critical roles in identifying and rectifying the many inequities that oppress, marginalize, and exclude individual students, educational actors, and some minoritized groups in Canadian education. Leading for Equity and Social Justice provides a deep look at some of these inequities and injustices and offers transformative leadership as one way for leaders to stimulate, support, and foster equitable and socially just practices in educational institutions. This collection emphasizes the systemic nature of inequality and supports the necessity of systemic change to target not only individuals but also structures, policies, and far-reaching practices. Focusing on various marginalized groups – including the Indigenous community, LGBTQ2S+ peoples, refugees, newcomers, and specific groups of teachers – chapters explore transformative leadership in practice and how to achieve inclusion, respect, and excellence in schools. Arguing that leadership involves much more than simply putting policy into practice, Leading for Equity and Social Justice promotes the need for leaders to recognize their role as advocates and activists