This qualitative, exploratory, comparative study explores how school leaders in Kenya, Sweden, and the United States (specifically Texas) construct their identities through community-based equity work in their respective social and political contexts, and the extent to which this work contributes to a sense of joy and justice in their identity as a leader. We explore “renewing” across a 6-year continuum in which school leaders have constructed their identities in different national, social and political contexts.