In many Western capitalist economies, private indebtedness is pervasive, but it has received little attention from political philosophers. Economic theory emphasizes the liberating potential of debt contracts, but its picture is based on assumptions that do not always hold, especially when there is a background of structural injustice. Private debt contracts are likely to miss their liberating potential if there is deception or lack of information, if there is insufficient access to (regular forms of) credit, or if credit is overly (...) expensive. Markets for private debt can be mechanisms of structural injustice: rather than playing a neutral role, they reinforce injustices, because the failures of debt to be liberating disproportionately hit individuals in disadvantaged positions. By individualizing what are in fact structural problems, private debt can contribute to stigmatization, social exclusion and oppression. What is at stake, from a perspective of structural justice, is not only the distribution of income, but also the distribution of risk. The problems of private debt markets therefore require political attention. In addition to fighting the structural injustices that form the background condititions of private debt, it is also worth addressing private debt markets themselves. (shrink)

Philosophical conceptions of educational justice are centered at the intersection of political philosophy and philosophy of education. They justify moral‐political rights to education and sometimes also determine who is responsible for their realization through which kinds of pedagogical practices or systemic educational reform. This article concentrates on contemporary conceptions of educational justice in primary and secondary education and highlights central practical implications that the various conceptions of educational justice have under non‐ideal circumstances. Section 2 explains the conceptions of fair and (...) luck‐egalitarian equal educational opportunity, Section 3 the conception of educational priority for the least‐advantaged students, and Section 4 the conception of democratically adequate education. Finally, Section 5 presents a philosophical conception of global justice in school education. Section 6 concludes. (shrink)

In this paper, I introduce a special case of epistemic injustice that I call ‘structural contributory injustice’. This conception aims to capture some dimensions of how policy—separately from individual agential interactions—can generate epistemic injustice at a group level. I first locate the case within Kristie Dotson’s original conception of contributory injustice. I then consider one potential case of structural contributory injustice—namely, the policy problem of significant financial risk burden on students considering university in the USA. Finally, I consider potential policy (...) reforms in response to this injustice. (shrink)