This chapter reconceptualises the practices of leading pedagogy as giving voice. Pedagogy means to lead the child. Given that pedagogy is inherently about leading, pedagogy raises questions about who or what leads and how. Leading pedagogy is negotiated, reciprocal, or shared. This chapter explores the possibilities of leading pedagogy in education today by connecting philosophy with a practice theory perspective to understand leading as a pedagogical practice. This chapter is about leading as a pedagogical practice, as opposed to other ways of thinking about leadership, where leading pedagogy is not the same as pedagogical leadership. Examining pedagogical theory and philosophy seeks to answer what could be the most important question for educational leadership practice today: who leads learning? This question is explored empirically, from a study of a system of schools in Australia, and philosophically, connecting these ideas with the theory of practice architectures (Kemmis et al., 2014) and Cavarero’s philosophy of voices (2005). The practices of pedagogy are relational and are dependent upon communication. For this reason, the chapter draws upon Cavarero’s (2005) philosophy of voices to understand more about the practices of leading, and who leads pedagogical practices. Leading pedagogy requires shared or reciprocal meaning making. Cavarero’s philosophy of voices helps us to explore the relationality of leading pedagogical practices where ‘sayings’ (Kemmis et al., 2014) forming practice arrangements and cultural-discursive arrangements forming ‘sayings’ as practices. As an Italian feminist, Cavarero focuses on the political and relational aspects of voices and their logos and materiality. Cavarero focuses not only on the importance of voice, but who is speaking and their inherent individual human value, where philosophy, behind theory reminds us why leading pedagogy is a shared communicative act where voice matters and demonstrates in practice the real value we place on humans. In this way, leading pedagogy is a together practice. Leading pedagogy happens in the intersubjective spaces of communication. What we can learn from listening and silence leads us to questions about intersubjectivity and praxis. Philosophy and voice are used together to interpret how leading pedagogy can work through, beyond, and despite leadership hierarchies, leadership standards, and positions and dispositions, as well as networks in schools and systems. The current state of education calls for a return to an understanding not of curriculum, nor instruction, but of pedagogy, by whom, with whom, for whom, and for what purpose. What education requires urgently is a return to leading pedagogy through communicative practices. The alternative is disillusionment, and the loss of education itself.