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Just Schools and Good Childhoods: Non‐preparatory Dimensions of Educational Justice

Journal of Applied Philosophy

Published online on


This article offers an account of at least some of the non‐preparatory dimensions of education and their significance for a theory of educational justice. I argue that just schools should play a role in facilitating goods of childhood. I also defend an egalitarian view about the access children should have in school to the resources and opportunities associated with the non‐preparatory dimensions of education.