Educational Politics for Social Justice overviews the nuances of inequitable power relations in policy and politics in education. The authors synthesize how policy can use a “Centering Justice” (CJ) framework and highlight examples from various educational leaders across policy arenas. Marshall et al. (2020) advance opportunities to consider who is missing from mainstream policy arenas and analysis, and provide readers with scenarios to grapple with as they work towards centering equity and justice in their practice. Each chapter includes “going deeper” pop-ups, where the authors pose critical questions to inspire the reader to think profoundly about social justice.
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