Abstract
Explores the conceptualization of social justice embedded in the education-action-zones policy recently implemented in England. Although zone populations suffer three types of social injustice, the initiative recognizes economic disadvantage, but inadequately acknowledges cultural and associational injustices. Cultural remedies cannot be imposed under these circumstances. (Contains 22 references.) (MLH)
| Original language | English |
|---|---|
| Pages (from-to) | 39 - 51 |
| Number of pages | 13 |
| Journal | JOURNAL OF EDUCATION POLICY |
| Volume | 16 |
| Issue number | 1 |
| Publication status | Published - 2001 |