Unless considered on a practical level, where a precise distribution of social goods is chosen, John Rawls’s and Gerald Cohen’s approaches to social justice cannot be complementary. Their disagreement about justice and its principles calls for a choice, which opts either for the Rawlsian theory or for the Cohenian one. What is the more plausible approach to social justice? This work compares both approaches and aims to defend Cohen’s position in the light of two considerations. It answers the philosophical question about the analysis of the idea of justice, which puts the virtue of justice in its philosophical context. It, however, presents a method everyone can apply in order to arrive at the fundamental principles of justice by employing the power of reason. An analysis of the concept of justice based on the power of reason should seek to uncover the ultimate nature of justice, which is independent of facts and of other virtues. Once exposed, the understanding of justice arrived at should inform social institutions and determine people’s daily decisions. A just society is therefore a society where just persons and just institutions exhibit the virtue of justice.

This collection of facsimile articles reprints the most influential essays on the subject of justice and equality published in the last hundred years. They represent the theoretical debates and practical aspirations of democratic societies and the institutions that govern them. Areas of coverage include the meaning, scope and practical parameters defining contemporary notions of justice and social equality; the conceptual foundation for requiring minimum justice and equality and who is entitled to justice and equality and who is obliged to provide these conditions and the legitimacy and limitations of universal, procedural, legal concepts of justice and equality.

This collection critically engages with a number of recurrent themes from the work of G.A. Cohen, and most especially with arguments and positions advanced in his Rescuing Justice and Equality. A critical discussion of the work of the contemporary political theorist G.A. Cohen, an egalitarian and a critic of John Rawls Offers a critical perspective on his significant work on equality and constructivism, including his eagerly anticipated new book Rescuing Justice and Equality The contributors to this volume are noted for their own work on these topics Challenges Cohen’s view of the centrality of equality to justice, of the scope for free choice of occupation and economic incentives, as well as his view that fundamental principles of justice are insensitive to facts

The original essays in this volume discuss ideas relating to democracy, political justice, equality and inequalities in the distribution of resources and public goods. These issues were as vigorously debated at the height of ancient Greek democracy as they are in many democratic societies today. Contributing authors address these issues and debates about them from both philosophical and historical perspectives. Readers will discover research on the role of Athenian democracy in moderating economic inequality and reducing poverty, on ancient debates about how to respond to inborn and social inequalities, and on Plato’s and Aristotle’s critiques of Greek participatory democracies. Early chapters examine Plato’s views on equality, justice, and the distribution of political and non-political goods, including his defense of the abolition of private property for the ruling classes and of the equality of women in his ideal constitution and polis. Other papers discuss views of Socrates or Aristotle that are particularly relevant to contemporary political and economic disputes about punishment, freedom, slavery, the status of women, and public education, to name a few. This thorough consideration of the ancient Greeks' work on democracy, justice, and equality will appeal to scholars and researchers of the history of philosophy, Greek history, classics, as well as those with an interest in political philosophy.

Introductory essay.--Justice, by Aristotle.--Justice and the laws of nature, by T. Hobbes.--On the connection between justice and utility, by J. S. Mill.--Justice and equality, by D. Hume.--Justice as fairness, by J. Rawls.--Reflections on "Justice as fairness," by B. Barry.--The idea of equality, by B. A. O. Williams.--Against equality, by J. R. Lucas.--Egalitarianism and the equal consideration of interests, by S. I. Benn.--Radical egalitarianism, by H. A. Bedau.--Bibliographical essay (p. 181-185).

Lorella Terzi offers a philosophical conception of justice and equality in education, examining the demands of disability and special educational needs.

Since it appeared in 1971, John Rawls's A Theory of Justice has become a classic. The author has now revised the original edition to clear up a number of difficulties he and others have found in the original book. Rawls aims to express an essential part of the common core of the democratic tradition--justice as fairness--and to provide an alternative to utilitarianism, which had dominated the Anglo-Saxon tradition of political thought since the nineteenth century. Rawls substitutes the ideal of the social contract as a more satisfactory account of the basic rights and liberties of citizens as free and equal persons. "Each person," writes Rawls, "possesses an inviolability founded on justice that even the welfare of society as a whole cannot override." Advancing the ideas of Rousseau, Kant, Emerson, and Lincoln, Rawls's theory is as powerful today as it was when first published.

Research Methods for Social Justice and Equity in Education offers researchers a full understanding of very important concepts, showing how they can be used a means to develop practical strategies for undertaking research that makes a difference to the lives of marginalised and disadvantaged learners. It explores different conceptualisations of social justice and equity, and leads the reader through a discussion of what their implications are for undertaking educational research that is both moral and ethical and how it can be enacted in the context of their chosen research method and a variety of others, both well-known and more innovative. The authors draw on real, practical examples from a range of educational contexts, including early childhood, special and inclusive education and adult education, and cultures located in both western and developing nations in order to exemplify how researchers can use methods which contribute to the creation of more equitable education systems. In this way, the authors provide a global perspective of the contrasting and creative ways in which researchers reflect on and integrate principles of social justice in their methods and their methodological decision making. It encourages the reader to think critically about their own research by asking key questions, such as: what contribution can research for equity and social justice make to new and emerging methods and methodologies? And how can researchers implement socially just research methods from a position of power? This book concludes by proposing a range of methods and methodologies which researchers can use to challenge inequality and work towards social justice, offering a springboard from which they can further their own studies.

This is new edition contains a comprehensive study of the subject, with the latest thinking by the political scientists of thw world today.

There is growing pressure on teachers and other educators to understand and adopt the best ways to work with the various races, cultures, and languages that diverse learners represent in the ever-increasing culturally-diverse learning environments. Establishing sound cross-cultural pedagogy is also critical given that racial, cultural, and linguistic integration has the potential to increase academic success for all learners. To that end, there is also a need for educators to prepare graduates who will better meet the needs of culturally diverse learners as well as support their students to become successful global citizens. The Handbook of Research on Social Justice and Equity in Education highlights cross-cultural perspectives, challenges, and opportunities pertaining to promoting cultural competence, equity, and social justice in education. It also explores multiple concepts of building a bridge from a monocultural pedagogical framework to cross-cultural knowledge. Covering topics such as diversity education and global citizenship, this major reference work is ideal for academicians, researchers, practitioners, policymakers, instructors, and students.