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<p>This conceptual article identifies <i>tensions</i> and <i>dilemmas</i> that cut across global schooling and social justice, albeit in context-rooted and multifaceted ways. We pay particular attention to social justice <i>dilemmas</i> and <i>tensions,</i> and <i>oscillations</i> between them in school governance, curriculum, and identities. We argue that a global analytical tool for enhancing a socially just approach to schooling must include (1) a redistribution of resources, (2) principles of curriculum justice supporting powerful and locally relevant knowledge and avoiding labelling and marginalization, and (3) non-material aspects, such as support for empowerment, personal dignity, care, and representation. A global lens simultaneously highlights national and supranational cultures and dynamics. It implies a focused approach on continuities and discontinuities in governance arrangements from a historical perspective, as well as a spatial approach to variations in pedagogical cultures, encompassing societal, political, and personal values.</p>

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Global schooling and social justice: Oscillations, tensions, and dilemmas

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年3月12日

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  • Monica Mincu,
  • Martin Mills

摘要

This conceptual article identifies tensions and dilemmas that cut across global schooling and social justice, albeit in context-rooted and multifaceted ways. We pay particular attention to social justice dilemmas and tensions, and oscillations between them in school governance, curriculum, and identities. We argue that a global analytical tool for enhancing a socially just approach to schooling must include (1) a redistribution of resources, (2) principles of curriculum justice supporting powerful and locally relevant knowledge and avoiding labelling and marginalization, and (3) non-material aspects, such as support for empowerment, personal dignity, care, and representation. A global lens simultaneously highlights national and supranational cultures and dynamics. It implies a focused approach on continuities and discontinuities in governance arrangements from a historical perspective, as well as a spatial approach to variations in pedagogical cultures, encompassing societal, political, and personal values.