Rethinking social justice in schools : how will we recognize it when we see it?

The dialogue of this paper operates at two levels. First, it seeks to rethink the various perspectives on social justice evident in the academic literature, reviewing what is collectively known about it and where current thinking is taking and/or should be taking us. Second, it reports on research concerning the schooling of students with disabilities or, more accurately, research concerning the practices of teachers in relation to the inclusion of students with disabilities within ‘mainstream’ classrooms. These two discussions come together through their collaborative interest in recognizing social justice when they ‘see’ it; the data from the research are used to inform the theory it illustrates and the theory is used to explain teachers' practices. In this critical sense it is more than a dialogue, with its parts dialectically related. The paper's critique also extends to questioning whose interests are served (and whose are not) by various social justice perspectives and their applications to schooling. It concludes that ‘a critical theory of social justice must consider not only distributive patterns, but also the processes and relationships that produce and reproduce those patterns’ (Young 1990: 241).

Damming the flow: cultural barriers to perceived ‘procedural justice’ in Wonthaggi, Victoria

 Drier conditions in Australia have compelled governments to implement projects such as the desalination plant in the South Gippsland town of Wonthaggi. The desalination plant is still under construction, but South Gippsland is already host to wind turbines and marine protected areas, reflecting public pressure to develop renewable energy sources and conserve resources. However, all projects have been met with vocal opposition. Using the desalination project as a case study, this paper will address public concerns about a perceived lack of procedural justice in implementing such projects. Drawing on data from a pilot survey of 320 residents, we argue that procedural shortcomings of the project include inattention to past political disputes in the region and to the culturally entrenched sense of division between city and country. Attention to political and cultural histories is vital to the successful and ethical implementation of projects in regional areas.

Regulatory failure? The case of Crown casino

This is a story of regulatory failure, failed implementation of responsible gambling, failed performance against international best practice benchmarks, targeting of vulnerable groups like senior citizens and patrons served drinks to the point of intoxication and then expelled onto the streets of Southbank.

Neoliberal policy agendas and the problem of inequality in higher education: the Ethiopian case

Under the influence of the external policy pressure of donors such as the World Bank, higher education in Ethiopia has witnessed a series of institutional and system-wide reforms. This article reviews selected policy documents to show key neo-liberal policy agendas endorsed in the reforms and explicate how they have affected social equity in the subsystem. The analysis shows that higher education reforms in Ethiopia, primarily framed by concerns of economic efficiency, have constrained social equity in two important ways. First, at a discursive level, the problem of inequality is represented as a lack of access and a disadvantage in the human capital formation of the nation. Second, the drive for greater efficiency and reduced costs in the educational provision embedded in the reforms is inconsistent with the need for the financial and political commitments required to benefit marginalised members of the society through relevant equity instruments. If the equity policy provisions should be instrumental in ensuring participation, retention and successful completion, and thereby supporting the social mobility of disadvantaged groups, they need to draw on a broad social justice perspective.