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Purpose The purpose of this paper is to explore leadership for diversity informed by intersectionality and radical politics. Surfacing the political character of intersectionality, the authors suggest that a leadership for diversity imbued with a commitment to political action is essential for the progress towards equality. Design/methodology/approach Drawing lessons from the grassroots, political organizing of the black and Indigenous activist groups Combahee River Collective and Idle No More, the authors explore how these groups relied on feminist alliances to address social justice issues. Learning from their focus on intersectionality, the authors consider the role of politically engaged leadership in advancing diversity and equality in organizations. Findings The paper finds that leadership for diversity can be developed by shifting towards a more radical and transversal politics that challenges social and political structures that enable intersectionality or interlocking oppressions. This challenge relies on critical alliances negotiated across multiple intellectual, social and political positions and enacted through flexible solidarity to foster a collective ethical responsibility and social change. These forms of alliance-based praxis are important for advancing leadership for diversity. Originality/value This paper contributes to studies of leadership and critical diversity studies by articulating an alliance-based praxis for leadership underpinned by intersectionality, radical democracy and transversal politics.

Although Australian universities have delivered professional education alongside liberal education since their inception, the more recent introduction of emerging professions into universities' curricula indicates a greater blurring of the boundaries within the higher education sector, where universities are increasingly delivering courses formerly within the realm of technical or further education colleges. This vocationalisation of universities is in response to an imposed economic imperative, and neo-liberal rhetoric. In this article, the authors discuss some of the reasons and consequences of the academisation of emerging professions for universities, their academics and students. They argue that by lacking a deliberate approach and allowing a blurring of the lines between liberal, professional and vocational education, universities run the risk of failing to deliver on their promise of employability and social inclusion. The authors also suggest that the current situation can, however, provide an opportunity for universities to educate a deliberate professional by adopting a pedagogical approach that seeks to develop undergraduates' technical skills and knowledge, as well as an understanding of when and how to align, innovate or oppose the legitimised practices, cultures and identities of their chosen profession or occupation.