Abstract
ABSTRACT The academic discussion concerning justice in education tends to center around questions of equal educational opportunity and the (re-)distribution ofeducational resources. This paper responds to a special issue which collectsdifferent approaches to educational justice that move beyond the boundaries setby traditional, hegemonic perspectives in the field. I point to some importantstrands in which the different papers converge and outline how they attempt to producea shift in the understanding of educational justice; how they bring into view andtouch upon ways of thinking through educational justice which have previouslynot received attention or been obscured by more conventional paradigms.Different papers do this in different ways, but there is a joint effort to self-criticallyturn philosophy onto itself as well as a common tendency towards what could becalled a shift beyond discourse towards more worldly, materialistic, bodily andembodied notions of justice and injustice.
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