'This excellent book is an incisive intervention and engagement with a number of pressing contemporary debates in education ... [R]emarkable both for its lucidity and the ways in which it invites further exploration ... this is a compelling book that deserves wide readership.' - Journal of Human Development and Capabilities
'Terzi's book offers a philosophically rich elucidation and defence of the principle of educational equality, but also practical guidance concerning the education of children with disabilities....Anyone interested in political philosophy as it applies to education or in the philosophy of education more generally will want to read the following pages. Anyone who wants to think carefully about inclusion, disability rights, or the sociology of disability, has to.' Taken from the foreword by Harry Brighouse, Professor of Philosophy and Affiliate Philosopher of Educational Policy Studies at University of Wisconsin, Madison, USA
'Although this book is challenging, it is a worthwhile read...all teachers need to engage with the concepts explored in this book...if we teachers are to be perceived as professionals rather than mere technicians implementing the ideas of others, we need to have a principled foundation for the teaching acts we engage in our work. Terzi's Justice and Equality in Education offers such a foundation.' British Journal of Special Education
'An important and timely book. It presents a new framework for understanding justice and equality in education, and applies this to an area that cries out for political, ethical and conceptual attention: the education of children with disabilities and special educational needs ('special education'). It is a scholarly work of political philosophy, referencing a dazzling display of argumentation and counter-argumentation. You can be sure that academics from a variety of disciplines (political theory, education, sociology, philosophy, to name by a few) will pore over it for many years to come.' European Journal of Special Needs Education
'A comprehensive account of the relevance of the capability approach to the educational rights and needs of those with disabilities and special educational needs...in developing her argument for the right of those with disabilities to be educated she does not simply presume the importance of education but justifies it. Thus, although this book focuses on disability, her interrogation of what it is to be educated makes her work relevant to educational impoverishment more generally.' Power and Education
