ABSTRACT
This chapter discusses some insights on how schools that are able to prevent testimonial injustice and hermeneutical injustice, disregard and disrespect toward some groups of students might look like. It examines the thesis of the incongruence between Bildung and schooling in Georg Wilhelm Friedrich Hegel. The teaching of the topics should first give plenty of room for the articulation of the beliefs of the students with regard to the topics, and of the ideals, in which the beliefs are grounded. Some institutional arrangements must be added to the pedagogical virtues if schooling is to become a realm of Bildung. The chapter considers some of the institutional arrangements, namely open and flexible curricula and practices of assessment that focus on inferential reasoning. The central advantage of the relational approach to educational justice is that, unlike the distributive approaches, it might reach the level of pedagogical interactions themselves that are the most important factor of education.
