The coexistence, not always peaceful, of multiple and often rival, conceptions of justice in education policy and practice is well recognized and problematized in the academic literature. Relatively little is known, however, about what kind of justice-related considerations occupy the ‘public mind’ and/or inform what Nancy Fraser calls ‘folk paradigms of justice’. The current article seeks to shed light on the public construction of the ‘what’ of justice in the realm of education by analysing selected debates on minority education politics that occur in news and social media in five European countries. Fraser’s tripartite model of justice as redistribution, recognition and representation constituted the starting point of the investigation. The results of a qualitative analysis of selected media content show that while Fraser’s framework resonates well with the popular understandings of justice, the tripartite typology is not exhaustive in accounting for all justice claims evoked in the public domain. In the light of the debates analysed, three types of ‘alternative’ claims seem particularly relevant for theorizing justice in education and/or seeking legitimacy for education policy: claims that appeal to civil rights and liberties, claims that appeal to procedural justice and claims that appeal to epistemic justice.

在学术文献中，教育政策和实践中多种且经常是相互竞争的正义概念的共存（并不总是和平的）得到了广泛认可并提出了问题。然而，关于什么样的与正义相关的考虑占据“公众思想”和/或告知南希弗雷泽所谓的“民间正义范式”，我们知之甚少。本文旨在通过分析在五个欧洲国家的新闻和社交媒体中发生的有关少数族裔教育政治的特定辩论，来阐明教育领域正义“什么”的公共建设。弗雷泽将正义作为再分配、承认和代表的三方模型构成了调查的起点。对选定媒体内容的定性分析结果表明，虽然弗雷泽的框架与大众对正义的理解产生了很好的共鸣，但三方类型学在解释公共领域中引发的所有正义主张时并不详尽。根据所分析的辩论，三种类型的“替代”主张似乎与将教育正义理论化和/或寻求教育政策的合法性特别相关：诉诸公民权利和自由的主张、诉诸程序正义的主张和主张诉诸认知正义。