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Shields, C.M. (2013) Leadership for Social Justice Education: A Critical Transformative Approach: A Critical Transformative Approach. In: Bogotch, I. and Shields, C., Eds., Springer International Handbooks of Education, Springer, 323-339.
https://doi.org/10.1007/978-94-007-6555-9_19

has been cited by the following article:

• TITLE: Review on The Politics of Education Policy in an Era of Inequality: Possibilities for Democratic Schooling—A Journey through Educational Leadership, Equity, and Practice

  AUTHORS: Prince Oduro

  KEYWORDS: Educational Leadership, Critical Policy Analysis, Democratic Schooling, Culturally Responsive Leadership

  JOURNAL NAME: Open Access Library Journal, Vol.12 No.11, November 19, 2025

  ABSTRACT: This paper presents a critical review of the book, The Politics of Education Policy in an Era of Inequality: Possibilities for Democratic Schooling authored by [1]. It explores the major themes and implications for educational leadership, policy, and global equity. Using Critical Policy Analysis (CPA), Critical Race Theory (CRT), and Community Cultural Wealth (CCW) as guiding frameworks, the review analyzes how the authors exposed the political nature of education policy and proposed democratic, justice-oriented approaches to reform. This review highlights the book’s contributions to leadership practice, policy development, and decolonial perspectives in education. Interwoven with personal reflections, the review connects these ideas to a broader understanding of leadership as moral, relational, and transformative work. It further emphasizes that education policy and leadership must center on equity, collaboration, and human dignity to advance inclusive and democratic schooling worldwide.