ABSTRACT
This chapter argues for a deeper approach to social justice which can support the interconnected thinking that education studies programmes aim to foster. Beyond ‘harmony, equity and justice’ which can arguably present a surface-level and easily dismissed notion aligned simply with ‘fairness’, including a theory of social justice throughout a degree programme can enable students to more fully appreciate the systemic nature of justice on multiple scales and equip them to truly understand and navigate the systems they will work within as future educators. Nancy Fraser’s theory of Democratic Justice, with its focus on recognition, redistribution, representation and participatory parity, provides a more thorough exploration of issues and supports the critical questioning and orientation towards social justice that education studies degree programmes aspire to foster.
