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  1. Rawlsian social-contract theory and the severely disabled.Henry S. Richardson - 2006 - The Journal of Ethics 10 (4):419-462.
    Martha Nussbaum has powerfully argued in Frontiers ofJustice and elsewhere that John Rawls’s sort of social-contract theory cannot usefully be deployed to deal with issues pertaining to justice for the disabled. To counter this claim, this article deploys Rawls’s sort of social-contract theory in order to deal with issues pertaining to justice for the disabled—or, since, as Nussbaum stresses, we all have some degree of disability—for the severely disabled. In this way, rather than questioning one by one Nussbaum’s interpretive claims (...)
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  • Equality or Priority?Derek Parfit - 2001 - In John Harris (ed.), Bioethics. Oxford University Press. pp. 81-125.
    One of the central debates within contemporary Anglo-American political philosophy concerns how to formulate an egalitarian theory of distributive justice which gives coherent expression to egalitarian convictions and withstands the most powerful anti-egalitarian objections. This book brings together many of the key contributions to that debate by some of the world’s leading political philosophers: Richard Arneson, G.A. Cohen, Ronald Dworkin, Thomas Nagel, Derek Parfit, John Rawls, T.M. Scanlon, and Larry Temkin.
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  • Ideal and nonideal theory.A. John Simmons - 2010 - Philosophy and Public Affairs 38 (1):5-36.
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  • What is equality? Part 2: Equality of resources.Ronald Dworkin - 1981 - Philosophy and Public Affairs 10 (4):283 - 345.
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  • Whom must we treat equally for educational opportunity to be equal?Christopher Jencks - 1988 - Ethics 98 (3):518-533.
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  • Fair opportunity in education: A democratic equality perspective.Elizabeth Anderson - 2007 - Ethics 117 (4):595-622.
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  • Equality, adequacy, and education for citizenship.Debra Satz - 2007 - Ethics 117 (4):623-648.
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  • Justice as reciprocity versus subject-centered justice.Allen Buchanan - 1990 - Philosophy and Public Affairs 19 (3):227-252.
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