Abstract
Drawing upon a broad concept of inclusion, the first section of this article is dedicated to a critical discussion of the principle of ‘equal opportunities’, which currently dominates the social justice discourse in Germany. Specifically, this section examines how far this principle, which focuses on the role of the individual in socially unequal educational outcomes, could itself contain elements which reinforce inequality. It examines two versions, ‘talent-based’ and ‘attainment-based’. In the second section, this article discusses, from an intersectional perspective, how cumulative disadvantages in segregated social environments can increase inequalities in the educational participation and attainment of school pupils. The third section points to areas for action that have a real potential to address inequalities in the German school system. It draws on observations and findings which are grounded in the theory of justice and that emerge from cases of ‘overperforming schools in segregated environments’.
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