Identify the five characteristics that should be present in a literature review, and then apply these characteristics to evaluate case below.

Justify each point you make in the review.

Case study

As noted above, attempts to ensure SJ in education should aim to create an environment all students, regardless of their background, have equal opportunities in terms of both access to and quality of education. As a response to the existing social and aca-demic inequalities in many societies, scholars have suggested that schools can make a difference and foster social change (Jean-Marie, Normore, and Brooks 2009; Arar and Oplatka 2016; Wang 2016). This is certainly not a new idea. Bogotch (2002) notes how, as early as the beginning of the twentieth century, John Dewey (1904) advocated the creation of an educational community representing different aspects of SJ, impie- menting the principles of equal distribution of educational resources and ensuring equal opportunities to succeed in school life through the application of critical thinking and practice.

From the 1960s on, refereed journals in the field of educational administration (EA) have increased the scope and depth of knowledge in this field (Oplatka 2013). However, according to Robinson (2017), issues related to SJ have only been studied in various EA contexts since the early 1950s. Related studies have included issues such as fairness, discrimination, and inequity, primarily in Anglophone countries such as the USA, UK and Australia (Robinson 2017). Additionally, influenced by fern- inism, there has been a proliferation of discourse on gender in the field (Blackmore 2009). For example, the first publications focused on gender gaps and fairness in appointments to educational leadership posts appeared in the 1950s. However, not all publications focusing on 'equality, educational opportunities, democratic leadership and even gender' in the field's journals during those early years connected to edu- cational leadership. Many were mainly written from a sociological point of view, with little concern for management and leadership issues (Oplatka 2013, 20). During the 1990s, interest in transformational and shared leadership models in the literature was increased (aimu5 et al. 2016). Critiques of top-down relationships, as well as single authority, became much more popular. Accordingly, some educational leadership scholars started to highlight the injustice evident in established power structures in educational organisations (Gunter 2016). At the same time, other aspects of Si, such as race, social class, cultural diversity and moral leadership, also started to receive attention (Oplatka 2013).

Since the 2000s, the massive migration flows around the world, globalisation, and the weakening of the welfare state in many countries under neoliberal policies have resulted in increased political and media focus on issues of inequality and social justice in edu- cation (Arar and Oplatka 2016; Blackmore 2009). EA researchers from all over the world have also begun to pay more attention to such issues — initially in Anglophone countries, then in Asia, other European countries and the Middle East (Robinson 2017). Accordingly, many special issues have been published in the field's core journals (e.g. IJLE, SLAM, JSL, EAQ, and JEA) about various aspects of Si. Already popular topics, such as race and social class, have continued to receive significant attention, along with increasing reference to several leadership models such as participative leadership, leadership for Si, and transformative leadership. However, issues related to certain marginalised groups, such as homeless students, students with disabilities, and linguistically diverse students, as well as intersections between different disadvantages, have been largely neglected in SJ leadership literature (Capper and Young 2014).