Bricoleur, as presented herein, is used metaphorically and in a postmodern or post-formal (Kinch- eloe & Steinberg, 1999) sense to represent methods, practices and cultural materials that the scholar-practitioner uses as she/he interacts in the complex web of relationships among knowledge, inquiry, practice, and learning. The purpose of this discussion is to critically examine the role of the school leader within the multiple contexts of the school. Specifically, I offer an examination of the school leader as a scholarly practitioner who must draw upon a wide range of scholarly methods, practices, and knowledges necessary to working within and across the political, cultural, economic, and social dynamics of the school and society.