Review of Making Space for Cultural Equality in Educational Leadership: School Ethos and Postcolonial Pedagogy, by Matthew Barnard

Blake Marlowe is a doctoral student at the University of Texas at Austin studying education policy and planning. His research and advocacy work focuses on how fiscal policy impacts K-12 students, particularly those on the social and economic margins of society. This interest was cultivated during his seven years working in public education as a teacher and program supervisor. In addition to his graduate work, Blake is an associate member of the Texas Legislative Education Equity Coalition (TLEEC), a policy advocacy collaborative dedicated to improving the quality and equity of public education in Texas. Blake received his bachelor’s degree in history and social sciences from the University of Wisconsin-Stevens Point and his master’s degree in education policy from the University of Texas at San Antonio.