This paper focuses on the importance of educational leadership in cultivating the conditions for a space for dialogue with teachers, which is linked more to working with teachers, to theorise and critically examine what they do. Such a dialogic teacher 'public space' is linked to teachers acting 'in concert' as respected partners in the educational process, through the courage to exercise judgement, in a space where the views and contributions of each teacher matter. I employ the resources of Bourdieu and Arendt, to provide both conceptual lenses and thinking tools which are helpful for gaining a glimpse of 'an elsewhere, of an otherwise' in educational leadership, at a time when being critical is difficult and conceived of as a form of heresy. Current leadership models are dominated by business management concepts which obscure the educative character of the work of school principals. The managerial approaches of neo-liberal educational reform have brought with them an assertion of 'technical rationality' in school management where the emphasis is on techniques and procedures and organisational practices. This culture of technical rationality has enabled a new form of administrative evil which has the hallmarks of Arendt's 'dark times'. Arendt's notions of public space, plurality, thinking and judgement, throughout her major works, provide philosophical resources for challenging current views of transformational leadership. Using Arendt's notion of public space, along with her views on thinking and judgement, I propose a more democratic, dialogic view of educational leadership which recognises plurality, and identifies educational leadership in relationships, as acting 'in concert' with teachers to engage the collective responsibility for education of young people in 'renewing a common world'. Arendt identifies the responsibility for judgement, thinking and action in the company of others that accompanies this possibility.