Recognitive justice : renewed commitment to socially just schooling

Abstract

The contribution of schools to the production and maintenance of educational inequalities is no secret, yet the continued support for the promotion of differential educational outcomes on the basis of the social groups to which students belong is clearly unjust. This paper discusses the 'ideal' arrangements to promote success in schooling for all students while also critiquing arrangements that are less-than-ideal. In rethinking these matters, the paper draws on the notion of 'recognitive justice': a process model of social justice that includes a positive regard for social difference and the centrality of socially democratic processes. Issues that emerge for teachers and schools include: fostering self-respect and facilitating students' positive self-identities; promoting the development of students' abilities and encouraging expressions of their experiences; and establishing meaningful involvement in schooling premised on self-determination