ABSTRACT
There is a growing need for education for social justice worldwide as the frequency of news reports on acts of “othering” attests to the persistence of discrimination globally. At the same time, the social justice literature focuses predominantly on the tangible forms of inequity and less so on the ideological precepts which give rise to inequities. This chapter explores this theoretical lacuna through the lens of a novel conceptualization of the “problem of partiality” within the context of planning education in Jamaica. Our findings suggest that emancipatory pedagogy grounded in reflective practice is a possible solution to the partiality problem.
