Abstract

This chapter addresses the nature of educational justice and the importance of giving recognition to non-preparatory dimensions of education associated with distinct goods of childhood. Although much of education is appropriately oriented to providing children with skills, knowledge, and dispositions that will facilitate their development into mature citizens who can participate meaningfully in the social, political, and economic life of society, education should also be oriented to promoting the goodness of children's lives as children and not just their development. Since the resources and opportunities made available to children in schools affect children's access to important goods of childhood, accounts of educational justice should be attentive to how resources should be distributed so as to provide children fair access to non-preparatory facets education.