ABSTRACT
This chapter explores how the schools become more socially just and inclusive of all young people. The relationship that exists between social justice and schooling has long been an interest of educational researchers. In presenting data for the chapter, the researcher's draw on a range of interviews collected in schools/unconventional learning sites located in the eastern states of Australia to illustrate various dimensions of social justice. Data used in the chapter has been consciously chosen by the researcher's because they have seen thematic connections between the utterances of the young people and Fraser's theory; likewise, our observations of sites have been shaped. The young people who attend the schools considered in the chapter are regularly faced with severe economic marginalisation. Nancy Fraser focuses on some of the tensions between distribution and recognition whilst her later work introduced what the researcher consider the critical element of social justice, 'representation' as the political element of social justice.
