7As educators, we seek to answer the following question: "What magic can happen when you believe that people are whole and resourceful and you hold the space for generative, collective wisdom?" This chapter explores collaborative leadership and learning with adult learners. We focus on creative ways to optimize learning and enhance capacity to lead self and others.In this chapter, we share our experiences of collaborative leadership in the classroom. Our overarching premise is that collaborative leadership and collaborative learning are interdependent. Drawing on Kolb' s (1984) experiential learning model, current theories of mindfulness and presence, and coaching principles and practices, we explore the possibilities for meeting learners in the classroom in a way that honors adult learning principles, leadership development, and individual learner needs. We prefer the term learner to student because learner captures the essence of curiosity, discovery, collaboration, self-awareness, and personal mastery we strive to support. These values coexist with our responsibility as educators for clearly articulated competencies, learning outcomes, and assessment guidelines. Our aim is to recognize that adult learners are partners in the learning experience. As such, they can help to cocreate a collaborative leadership learning environment.As we share our examples and experiences, we focus on the opportunities to collaborate with learners in service of enriching their learning experiences and enhancing capacity to lead themselves and others. We continue to explore the following question in our teaching and facilitation practice: "What magic can happen when, as an educator, you believe that people are whole and resourceful and you hold the space for generative, collective wisdom?" This question inspires us to seek creative ways to engage adult learners in collaborative learning spaces that optimize both individual and collective learning and promote collaborative leadership in the learners' own contexts.

The purpose of this sourcebook is to explore the intersection of adult learning and collaborative leadership. With the notable exception of Clover, Butterwick, and Collins' (2016) compilation titled Women, Adult Education, and Leadership in Canada, little has been written about the possibilities for learning when adults engage in collaborative approaches to leadership. Drawing from scholarship related both to collaborative leadership (e.g., Chrislip, 2002; Chrislip & Larson, 1994; Crevani, Lindgren, & Packendorff, 2007) and to adult education and learning, this sourcebook weaves theory with practice by showcasing real-life examples of collaborative leadership. The term leadership is, as Grint (2005) suggested, an essentially contested concept, with a plethora of literature written in its name yet very little agreement about what leadership means. Although the traditional idea of an individual, charismatic, often male, heroic leader (Carlyle, 1841) remains a popular stereotype, current scholarship and practice tell us that leadership takes many forms, with an increasing focus on collaboration (Raelin, 2016). By attending to the adult learning that takes place through more collaborative approaches to leadership, this collection draws upon scholars who understand leadership as emergent (