ABSTRACT
Chapter 1 points out that, thus far, remarkably few contemporary political philosophers and philosophers of education have examined the relevance of conceptions of global justice for educational public policy. It argues that this neglect is problematic because problems of global justice, such as extreme economic poverty, cannot be adequately solved without paying careful attention to matters of educational public policy, especially as they pertain to schooling. In addition, this chapter explains how to overcome this neglect by articulating and defending democratic conceptions of global educational justice and global citizenship education. The chapter concludes with an overview of how the book develops and vindicates these conceptions in the form of a chapter-by-chapter synopsis.
