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Navigating justice in practice: An exercise in grounding ethical theory

Research output: Contribution to journalArticlepeer-review

Original languageEnglish
Pages (from-to)327
Number of pages342
JournalTheory and Research in Education
Issue number3
Published1 Nov 2005

King's Authors


This article is an attempt to make an empirical contribution to a more grounded model of thinking about justice. It focuses on the work of one practitioner working in an inner-London local education authority with a remit relating to the achievement of ‘African-Caribbean’ students. In describing the challenges that she faces in the course of her work and how she responds to them, we want to illuminate the contribution that this kind of practice-focused analysis can make to understandings of what social justice is, how tensions in social justice arise, and how they might be responded to.

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