This article argues for an expansion of the egalitarian toolbox for critiquing systems of education. It begins by examining familiar egalitarian approaches to equality of opportunity and social justice before examining more recent approaches to expanding the egalitarian toolbox defended by Elizabeth Anderson and Debra Satz. It argues that while both the familiar and new approaches form an important part of the egalitarian toolbox, they both have limitations which call for an approach to educational justice more directly concerned with social (...) equality. The article then develops such an approach informed by sociological work on social class and social status. (shrink)

Journal of Philosophy of Education, Volume 56, Issue 2, Page 305-317, April 2022.