ABSTRACT
Chapter 2 vindicates a democratic conception of global justice as the normative ground of educational public policy. Therefore, it first of all criticizes human capital formation and liberal perfectionist conceptions of personal autonomy as potential alternative grounds of educational public policy. Following this, Chapter 2 explains that a commitment to justice as the primary virtue of social institutions requires recognizing a conception of justice as the normative ground of educational public policy and articulates a democratic conception of global justice. This democratic conception of global justice demands that principles of global justice need to be arrived at through appropriately structured domestic, international and transnational political discourses. By relying on this conception this chapter explains that one central normative implication of this democratic conception of global justice is that educational public policies must help enabling individuals to participate effectively in domestic, inter- and transnational political decision making
