Formation and Development of the Concept of Educational Justice in Argentina

Abstract

This paper presents an analysis of the itinerary of the concept of educational justice in Argentina in the turn of the 21st century. From a perspective based in conceptual history, the academic and official productions are analyzed using approaches to externalization from comparative education and conceptual analysis of discourse. It is argued that the emergence of the concept of educational justice is explained mainly by growing social inequalities and inequalities in the field of education, and by the externalization of national discourses, which have led to an original hybridization, as part of conceptual history at multi scale that is yet to be done. It is concluded that the concept of educational justice has a dual dimension: a description of certain field experience and, more strongly, an optimistic horizon of expectations concerning the improvement of schools, educational relationships, school systems, and communities.