She centers her research around peace leadership and issues of community development and leadership, with a particular focus on post-conflict societies. Chengxin Xu is a Ph.D. student in the School of Public Affairs and Administration (SPAA), Rutgers University-Newark. His research interests focus on nonprofit management, volunteerism, and experimental methods.

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There is an enormous need for an understanding and practice of human development that prepares people to become citizen-leaders… able to engage the great questions of our time and to participate in discovering and creating responses to challenges both new and ancient. (Parks, 2011 , p. 15) Sustainability, Peace, and Deep TimeOur world is full of wicked challenges that shape and inform the leadership context of the 21st century (Grint, 2010 ). Two such challenges, sustainability and peace, can be seen not as discrete wicked challenges but rather as essential and inter-related frameworks from which to view all leadership challenges. Sustainability and peace are crucial components to integrate in effective leadership theory, practice, education, and development that aspires to prepare learners for the world we are collectively creating (Satterwhite, McIntyre Miller, & Sheridan, 2015 ). Over the last decade, we have seen a notable rise in the scholarly discussion of sustainability and leadership, which in many ways inspired the current volume of scholarship. REDISCOVERING DEEP TIME: SUSTAINABILITY AND THE NEED TO REENGAGE WITH MULTIPLE DIMENSIONS OF TIME IN LEADERSHIP STUDIES RIAN SATTERWHITE , KATE SHERIDAN , AND WHITNEY MCINTYRE MILLERThe current article makes the case that increasing our comfort with and responsiveness to extended timescales-both the far future and past-is essential to leadership against the backdrop of wicked challenges that shape the current and future leadership landscape. We offer a loose structure of four dimensions of time-present, near, distant, and deep time-to help advance this work. We frequently fail in thinking about the broader impact of our leadership work for generations to come and to ground that work in our extended, collective history. In order to think about lasting leadership, and particularly when utilizing a framework of sustainability and peace, it is essential that we critically examine our relationship with time and better incorporate it into our leadership theory, practice, development, and education. We need to further develop our ability to relate to and make sound decisions based on an informed consideration of the futures we wish to create and the deep histories that have led us to where we are now.

Beyond the role of educating students across all academic domains, school leaders are tasked with the monumental responsibility of creating positive, engaged systems and cultures that embrace the growing cultural, economic, linguistic, and cognitive diversity in the United States landscape. With collective goals to create peaceful learning environments with capacity to serve diverse learners, many school leaders have embraced school-wide prevention and intervention efforts, such as Multi-Tiered Systems of Support (MTSS) for social-emotional and behavioral development of students. Unfortunately, due to the inherent complexities and fragmentation of such efforts, many school leaders have continued to experience significant barriers to sustainable systems change. Throughout the following discussion, the authors argue that the school-wide programs most commonly utilized in schools lack the explicit organizational structures for integrating culturally responsive practice, leadership development, and collaborative community building processes that are essential to sustainable implementation. Therefore, this conceptual paper aims to explore the possibilities for practical applications of the Integral Perspective of Peace Leadership (IPPL, McIntyre Miller and Green, 2015) within school systems change efforts by shifting focus from direct student skill development toward a more integrated and systems-oriented approach aimed at strengthening culture and capacity within communities of educational leaders. The IPPL can "connect the dots" and provide a strong foundation through which school-wide change is possible and more sustainable. By challenging individuals, schools, communities, and organizations to examine and include Innerwork; theories, behaviors and practices, or Knowledge building; Communities of practice; and Environment work, such as systems and global thinking (McIntyre Miller and Green, 2015), the implementation of the IPPL may "challenge issues of violence and aggression and build positive, inclusive social systems and structures" (McIntyre Miller, 2016, p. 223). The purpose of this paper is twofold. First, there is a discussion of how the elements of the IPPL connect to school culture and system change. Second, specific examples, such as character development, mindfulness, school-wide positive behavior supports, social-emotional learning, professional learning communities, home-school connection, systems thinking, and distributed leadership, will demonstrate how school leaders might engage, using consultants and an implementation team, in the work to create positive, equitable school cultures.

Peace education is a philosophy and practice that aims to equip learners with the skills and behaviors to enable them to become peaceful citizens capable of resolving the conflicts faced in their communities and beyond and working to establish a culture of peace through dismantling systems that contribute to prejudice, violence, and hatred. This chapter argues that peace education is an alternative to the culture of violence that dominates many societies around the world and provides a discussion of important authors and scholars. These notions of peace education are then explored through the stories of four peace leadership education endeavors. Utilizing integral peace leadership as a guiding frame, these educational endeavors explored the ways to create cultures of peace in communities and schools. The chapter concludes with a commitment to use integral peace leadership as a vehicle for promoting a more peaceful culture committed to social change and overcoming the hindrances to local and international peace.