• Egalitarian Liberals and School Choice
    Politics and Society 24 (4): 457-486. 1996.
  •  4
    Strong Gender Egalitarianism
    with Erik Olin Wright
    Politics and Society 36 (3): 360-372. 2008.
    Perhaps the most intractable aspect of gender inequality concerns inequalities within the family around the domestic division of labor, especially over child care and other forms of caregiving. These enduring gender inequalities constitute a significant obstacle to achieving “strong gender egalitarianism”—a structure of social relations in which the division of labor around housework and caregiving within the family and occupational distributions within the public sphere are unaffected by gender…Read more
  •  2
    Transitional and Utopian Market Socialism
    Politics and Society 22 (4): 569-584. 1994.
  •  9
    Educational Goods Reconsidered: A Response
    with Helen F. Ladd, Susanna Loeb, and Adam Swift
    Journal of Philosophy of Education 54 (5): 1382-1394. 2020.
    Journal of Philosophy of Education, EarlyView.
  •  9
    Educational Goods: Values, Evidence, and Decision‐Making—A Summary
    with Helen F. Ladd, Susanna Loeb, and Adam Swift
    Journal of Philosophy of Education 54 (5): 1346-1348. 2020.
    Journal of Philosophy of Education, EarlyView.
  •  2
    Against Nationalism
    Canadian Journal of Philosophy 26 (sup1): 365-405. 1997.
  • Debating Education puts two leading scholars in conversation with each other on the subject of education-specifically, what role, if any, markets should play in policy reform. The authors focus on the nature, function, and legitimate scope of voluntary exchange as a form of social relation, and how education raises concerns that are not at issue when it comes to trading relationships between consenting adults.
  •  4
    The Aims of Higher Education: Problems of Morality and Justice (edited book)
    with Michael McPherson
    University of Chicago Press. 2015.
    This book features a group of top-notch philosophers tackling some of the biggest questions in higher education: What role should the liberal arts have in a college education? Should colleges orient themselves to the educational demands of the business sector? What is the role of highly selective colleges in the public sphere? To what extent should they be subsidized directly, or indirectly, by the public? Should they simply teach students skills and academic knowledge, or should they play a rol…Read more
  •  13
    This paper considers four institutional models for funding higher education in the light of principles of fairness and meritocracy, with particular reference to the debate in the UK over ‘top-up fees’. It concludes that, under certain plausible but unproven assumptions, the model the UK government has adopted is fairer and more meritocratic than alternatives, including, surprisingly, the Graduate Tax.
  • Justice
    Philosophical Quarterly 55 (221): 688-690. 2005.
  •  8
    Civic education and liberal legitimacy
    In Stephen Everson (ed.), Ethics, Cambridge University Press. pp. 108--4. 1998.
  • Education: Not a Real Utopian Design
    Politics and Society 42 (1): 51-72. 2014.
    This paper identifies four criteria, all of which an ideal real utopian proposal would meet. We argue for a moderate skepticism that it is possible to give a real utopian proposal to guide the design of education for a society that meets these criteria; both for the practical reason that what happens in schools depends on the background environment within which they operate, and for the principled reason that when educating children we should attend to their individual future well-being in ways …Read more
  •  1
    A Modest Defence of School Choice
    Journal of Philosophy of Education 36 (4): 653-659. 2002.
  •  48
    School Choice and Social Justice
    British Journal of Educational Studies 50 (3): 402-403. 2002.
    Defends a theory of social justice for education from within an egalitarian version of liberalism. The theory involves a strong commitment to educational equality, and to the idea that children's rights include a right to personal autonomy. The book argues that school reform must always be evaluated from the perspective of social justice and applies the theory, in particular, to school choice proposals. It looks at the parental choice schemes in Milwaukee, Wisconsin, and in England and Wales, an…Read more
  •  28
    Nonideal Theorizing in Education
    Educational Theory 65 (2): 215-231. 2015.
    In this essay, Harry Brighouse responds to the collection of articles in the current issue of Educational Theory, all concerned with nonideal theorizing in education. First, he argues that some form of ideal theory is indispensable for the nonideal theorizer. Brighouse then proceeds to defend Rawls against some critics of his kind of ideal theorizing by arguing that a central feature that is often misconstrued as unduly idealizing — the full compliance assumption — in fact constrains utopianism.…Read more
  •  61
    Justifying Patriotism
    Social Theory and Practice 32 (4): 547-558. 2006.
  •  33
    Complex Egalitarianism: A Review of Alex Callinicos 'Equality' (review)
    with Erik Olin Wright
    Historical Materialism 10 (1): 193-222. 2001.
  •  17
    Educational Justice and Socio-Economic Segregation in Schools
    Philosophy of Education 41 (4): 575-590. 2007.
  •  36
    The Political Philosophy of Cosmopolitanism (edited book)
    Cambridge University Press. 2005.
    In a period of rapid internationalization of trade and increased labor mobility, is it relevant for nations to think about their moral obligations to others? Do national boundaries have fundamental moral significance, or do we have moral obligations to foreigners that are equal to our obligations to our compatriots? The latter position is known as cosmopolitanism, and this volume brings together a number of distinguished political philosophers and theorists to explore cosmopolitanism: what it co…Read more
  •  1
    Citizenship
    In Catriona McKinnon (ed.), Issues in Political Theory, Oxford University Press. 2008.
  • In my contribution today I want to talk about the place of private schooling in a society devoted to educational justice. I should say at the outset that although there are no principled reasons for opposing private schooling - certainly none in favour of the idea that the state should have a monopoly on provision - I do not share the enthusiasm that many of today's speakers have shown for private schools. Whether or not they are consistent with a just distribution of schooling is a highly conti…Read more
  •  11
    Most of the estimated 855 million people in the world (one sixth of the population) without access to schooling are women and girls. Two thirds of the 110 million school age children not in school are girls (UNGEI, 2002). This injustice has been a focus of attempts at coordinated international policy interventions since the 1990s, sometimes loosely referred to as the Education for All (EFA) movement. The first of the millennium development targets - gender equity in education - is supposed to be…Read more
  •  5
    Measuring Justice: Primary Goods and Capabilities (edited book)
    Cambridge University Press. 2010.
    This book brings together a team of leading theorists to address the question 'What is the right measure of justice?' Some contributors, following Amartya Sen and Martha Nussbaum, argue that we should focus on capabilities, or what people are able to do and to be. Others, following John Rawls, argue for focussing on social primary goods, the goods which society produces and which people can use. Still others see both views as incomplete and complementary to one another. Their essays evaluate the…Read more
  •  3
    Is there a neutral justification for liberalism?
    Pacific Philosophical Quarterly 77 (3): 193-215. 1996.
  •  36
    In 1990 at the Jomtein Conference in Thailand organised by UNESCO, UNICEF, UNDP and the World Bank the 157 governments present agreed to a Declaration, the World Declaration on Education for All that signalled their commitment to achieve Education for All (EFA) by 2000. EFA was not defined succinctly, but was laid out as comprising: universal access to education services ‘of quality’; equity with regard to removing disparities ‘in access to learning opportunities’ for certain groups (girls.
  •  33
    Why Should States Fund Schools?
    British Journal of Educational Studies 46 (2). 1998.
    In arguing for government withdrawal from funding and regulating schooling, James Tooley claims that equality of opportunity in education implies only that all deserve an adequate minimum education. However, he concedes the 'abstract egalitarian thesis' that all should be treated with equal concern and respect. I show that this thesis indeed implies educational equality, and that Tooley's arguments against educational equality rest on a misunderstanding of the foundations of egalitarianism.
  •  7
    A Modest Defence Of School Choice
    Philosophy of Education 36 (4): 653-659. 2002.