ABSTRACT
This chapter introduces the second theoretical framing for the book, Nancy Fraser’s theory of social justice as ‘participatory parity’, and the associated tripartite components of redistribution, recognition and representation. The chapter argues for a socially just frame for inclusion. It begins with an overview of the concept of social justice in relation to the topic of meaningful and high-quality inclusion of refugee children in education systems. This broad focus narrows to a consideration of how Fraser’s tripartite approach provides lenses for understanding how systemic factors affect the ways schools respond to the needs of refugee children. The chapter argues that participatory parity offers a moral basis for shaping equity for new arrivals in schools and explores each of Fraser’s concepts – redistribution, recognition and representation – in English educational policy and practice for refugee children. The chapter concludes that the two theoretical approaches – Kohli’s normative operational framework and Fraser’s normative moral framing – are interdependent and provide a conceptual language for practitioners and policymakers to understand the challenges and enabling factors towards shaping an inclusive model of education for all.
