有關社會正義與教育公平議題之研究，當代呈現資源論轉向或能力取向 理論之「後羅爾斯」思潮。在此脈絡下，本研究之目的如下：首先，對比 「經濟正義」與「司法正義」，藉此說明「教育正義」內涵之特殊性及其複 雜性；其次，分析英、美與華人社會「教育正義」理念及其制度運作之社會 脈絡，並以此反映「教育正義」的「同語歧義」現象；第三，為解決各國教 育制度之正義觀點之可比較性基礎，本研究將考察當代政治哲學研究的「後 羅爾轉向」，諸如Thomas Pogge、Gerald A. Cohen、Iris M. Young、Nancy Fraser、Amartya Sen、Martha Nussbaum等學者見解，企圖以此建立多元角 度之比較視野；最後，將依據多元「正義」觀點之比較視野，建構各國教育 制度之社會正義比較的參照架構。

Within the context of capitalist globalization, almost all justice theories are inevitably influenced by John Rawls’s notions of “justice as fairness” or political liberalism. Recently, a number of frontier studies or critical revisions have appeared, authored by such people as Thomas Pogge, Gerald A. Cohen, Iris M. Young, Nancy Fraser, Amartya Sen, and Matha Nussbaum, which have merged to form a contemporary “Post-Rawlsian Turn”. The main purposes of this article are as follows: firstly, to analyze different theoretical claims relating to “educational justice” and assess their feasibility; secondly, to inquire into the reasons why particular educational justice discourses are raised within certain social contexts; thirdly, to discuss different perspectives of “social justice” and elaborate on their educational implications; finally, to compare different orientations towards “justice” and attempt to provide a reasonable basis for the comparative study of social justice theories in educational systems.