Distribution of what for social justice in education? The case of education for all by 2015

Abstract

The chapter considers how assessments are made concerning global social justice and education. It explores the need to consider not only international patterns of access to and very narrowly defined achievements in education but also to assess the distribution of other aspects of education deemed valuable, particularly given complex global class, gender, race and ethnic inequalities. It uses the example of the movement to achieve Education for All (EFA) by 2015 associated with UN agencies, international nongovernmental organizations (NGOs), and the work of many governments worldwide, and looks critically at the indicators that have been developed to evaluate this. We argue these are inadequate to capture what would rightly count as "education for all." We argue instead for the appropriateness of the capability approach, particularly taking issue with its Rawlsian critics such as Thomas Pogge, who defend a resourcist alternative. We highlight how thinking about distribution and capabilities requires a range of different ways of evaluating social justice in the provision of education. This opens up institutions to critique and we offer some thoughts toward how this approach to evaluation might be developed to assist in critical policy work.