ABSTRACT
This chapter meta-critically explores a neglected issue of justice – that is, the popular tendency to associate justice with conspicuous challenges in the world of today. When this tendency dominates in discourses of justice, what or who counts as wronged depends on whether the wrong in question is palpable, or even perceptible – that is, on whether it has been visible enough to sensitize and mobilize, even to panic, global publics. Moreover, this tendency makes justice an issue of evils that should be eradicated rather than of ethical visions that should be promoted. The concomitant education for justice thus becomes crisis-dependent and singularly problem-solving. It derives its normative tasks from the perceived current status of society, with the following consequence: despite its value, the rethinking of education through justice in today’s world may overlook whatever remains invisible in our social media or public debates and does not upset our ordered and convenient perceptions of the ethico-political. An education for justice which focuses only on crises and on the conspicuous fails to ask truly uncomfortable and searching questions.
