Curricular justice in a complex world

Abstract

This paper is a response to articles published in this Special Issue of the journal. In the paper, I reflect upon the issue of curricular justice, offering comment on issues raised in the constituent papers of the Special Issue. The arguments are structured around four themes: education IS political; the questions of whose knowledge should be represented in the curriculum;the importance of pedagogy as a curricular practice; and the question of who should be involved in curriculum making. In particular, the paper reflects upon the use of principles of curricular justice – redistribution, recognition and presentation – that are prominently discussed in most of the papers in the Special Issue.