Abstract
This chapter examines how critical place-conscious leadership, through Furman and Gruenewald's (2004) socioecological justice framework, enables rural educators, education and community leaders, and other partners to engage in shared, adaptive practices for social and environmental justice. Drawing on the REwild practice-research partnership-a collaboration among school districts, land-based organizations, a land grant university, and local governments, we illustrate how "letting the land lead" empowers individuals to engage in critical work that reclaims rural educational spaces, fostering locally grounded learning that champions stewardship, resilience, and equity amidst policy landscapes that resist critical climate and equity education.