This article examines the intersection between inclusive educational leadership and queer pedagogies, proposing the conceptual construction of queer educational leadership as a response to current inclusion challenges in higher education. Through a theoretical review, the characteristics of inclusive educational leadership and its relationship with queer pedagogies are analyzed, identifying key elements to develop leadership practices that promote the full participation of sex-gender dissidences in university spaces. The article emphasizes the need to transcend traditional approaches to inclusion towards a perspective that considers sexual and gender diversity as central elements in the transformation of educational institutions. The paper concludes by highlighting the importance of incorporating sexual and gender diversity content in educational leadership training programs, as well as the need to develop research in the Latin American context on these topics.