This paper aims to impregnate the concept of educational leadership with new meanings and new possibilities. I draw on Hannah Arendt's ("The human condition." University of Chicago Press, Chicago, 1958/1998) political thought, particularly, her concepts of "plurality" and "natality" alongside the distinction she made between who and what we are, to propose a new ethics for educational leadership. An ethics of plurality and natality resists a dominant understanding of education as developing a "what," namely, producing persons with particular qualities and talents. I include a research story from the field of early childhood education to illustrate why pluralizing the identities of children by revealing their "who-ness" through pedagogical narratives should be considered as a significant dimension of contemporary educational leadership.