Request for New Course
E ASTERN M ICHIGAN U NIVERSITY
D
IVISION OF
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CADEMIC
A
FFAIRS
R
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C
D
EPARTMENT
/S
CHOOL
: ___HISTORY & PHILOSOPHY_________________ C
OLLEGE
: ARTS & SCIENCES
C ONTACT P ERSON : ___ P ETER H IGGINS ; J.
M ICHAEL S COVILLE _________________________ ______________________
C ONTACT P HONE : 734-487-0419 (Higgins); 206-818-8763 (Scoville)
C ONTACT E MAIL : __ phiggin1@emich.edu; jscovil1@emich.edu
R EQUESTED S TART D ATE : T ERM ___F ALL __________Y EAR _2013__________
PHIL 525 is part of the new M.A. Program in Philosophy. The M.A. has two emphases, philosophical methodology and social justice. PHIL 525 will contribute to the social justice emphasis in particular. The course will provide students the opportunity for in-depth study of different philosophical theories of justice and their relevance for a diversity of issues in contemporary social and political life. Currently, there are no advanced courses in political philosophy offered at EMU; this course fills that gap, in addition to servicing the new M.A. Program.
Specific topics to be covered include: the meanings of oppression and exploitation, both within nations and between them; the meanings, and relative importance of, liberty, equality, entitlement, and desert; the justification of political norms and institutions; comparative analysis of different approaches to political theorizing (e.g., liberal egalitarian, libertarian, communitarian, socialist, and feminist perspectives); varieties of cosmopolitanism; the justice of the global socio-economic order.
1. Subject Code and Course Number: PHIL 525
2 . Course Title: Theories of Justice
3. Credit Hours: 3
4. Repeatable for Credit? Yes_______ No___x___ If “Yes”, how many total credits may be earned?_______
5. Catalog Description (Limit to approximately 50 words.):
This is an advanced course in political philosophy. Its central question is, How must a society be internally-ordered if it is to be just? Various theories of justice will be critically examined, possibly including liberal egalitarianism, utilitarianism, libertarianism, socialism, and communitarianism. The course may also incorporate an historical or a global perspective.
6. Method of Delivery (Check all that apply.) a. Standard (lecture/lab) x
On Campus b. Fully Online x c. Hybrid/ Web Enhanced
7. Grading Mode: Normal (A-E) x
Off Campus
Credit/No Credit
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8. Prerequisites: Courses that MUST be completed before a student can take this course. (List by Subject Code, Number and Title.)
9. Concurrent Prerequisites: Courses listed in #5 that MAY also be taken at the same time as a student is taking this course. (List by Subject
Code, Number and Title.)
10. Corequisites: Courses that MUST be taken at the same time as a student in taking this course.
Title.)
(List by Subject Code, Number and
11 . Equivalent Courses. A student may not earn credit for both a course and its equivalent. A course will count as a repeat if an equivalent course has already been taken. (List by Subject Code, Number and Title)
12. Course Restrictions: a. Restriction by College. Is admission to a specific College Required?
College of Business
College of Education
Yes
Yes
No
No x x b. Restriction by Major/Program. Will only students in certain majors/programs be allowed to take this course?
Yes No x
If “Yes”, list the majors/programs c. Restriction by Class Level Check all those who will be allowed to take the course:
Undergraduate Graduate
All undergraduates_______
Freshperson
All graduate students__x__
Certificate
Sophomore
Junior
Senior x
Second Bachelor___x_____
Note: Only 500-level graduate courses can be taken by undergraduate students. Undergraduate students may not register for
600-level courses
Masters
Specialist
Doctoral
UG Degree Pending_____
Post-Bac. Tchr. Cert._____ Low GPA Admit_______
Note: If this is a 400-level course to be offered for graduate credit, attach Approval Form for 400-level Course for Graduate
Credit. Only “Approved for Graduate Credit” undergraduate courses may be included on graduate programs of study.
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New Course Form d. Restriction by Permission. Will Departmental Permission be required? Yes
(Note: Department permission requires the department to enter authorization for every student registering.)
No
13. Will the course be offered as part of the General Education Program? Yes No x x
If “Yes”, attach Request for Inclusion of a Course in the General Education Program: Education for Participation in the Global Community form. Note : All new courses proposed for inclusion in this program will be reviewed by the General Education Advisory Committee. If this course is NOT approved for inclusion in the General Education program, will it still be offered? Yes No
Within the Department :
14 . Will this course will be a requirement or restricted elective in any existing program(s)? Yes No x
If “Yes”, list the programs and attach a copy of the programs that clearly shows the place the new course will have in the curriculum.
Program Required Restricted Elective
Program Required Restricted Elective
15. Will this course replace an existing course?
Yes No x
16. (Complete only if the answer to #15 is “Yes.”) a. Subject Code, Number and Title of course to be replaced: b. Will the course to be replaced be deleted? Yes No
17. (Complete only if the answer #16b is “Yes.”) If the replaced course is to be deleted, it is not necessary to submit a Request for
Graduate and Undergraduate Course Deletion.
Term Year a. W hen is the last time it will be offered?
b. Is the course to be deleted required by programs in other departments?
Contact the Course and Program Development Office if necessary. Yes No c. If “Yes”, do the affected departments support this change? Yes No
If “Yes”, attach letters of support. If “No”, attach letters from the affected department explaining the lack of support, if available .
Outside the Department : The following information must be provided. Contact the Course and Program Development office for assistance if necessary.
18 . Are there similar courses offered in other University Departments?
If “Yes”, list courses by Subject Code, Number and Title
Yes No x
19.
If similar courses exist, do the departments in which they are offered support the proposed course?
Yes No
If “Yes”, attach letters of support from the affected departments. If “No”, attach letters from the affected department explaining the lack of support, if available.
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20. Attach a detailed Sample Course Syllabus including: a.
Course goals, objectives and/or student learning outcomes b.
Outline of the content to be covered c.
Student assignments including presentations, research papers, exams, etc. d.
Method of evaluation e.
Grading scale (if a graduate course, include graduate grading scale) f.
Special requirements g.
Bibliography, supplemental reading list h.
Other pertinent information.
NOTE: COURSES BEING PROPOSED FOR INCLUSION IN THE EDUCATION FOR PARTICIPATION IN THE GLOBAL
COMMUNITY PROGRAM MUST USE THE SYLLABUS TEMPLATE PROVIDED BY THE GENERAL EDUCATION
ADVISORY COMMITTEE. THE TEMPLATE IS ATTACHED TO THE REQUEST FOR INCLUSION OF A COURSE IN THE
GENERAL EDUCATION PROGRAM: EDUCATION FOR PARTICIPATION IN THE GLOBAL COMMUNITY FORM.
(Complete only if the course will require additional University resources. Fill in Estimated Resources for the sponsoring department(s). Attach separate estimates for other affected departments.)
Estimated Resources: Year One Year Two Year Three
Faculty / Staff
SS&M
Equipment
$_________
$_________
$_________
$_________
$_________
$_________
$_________
$_________
$_________
Total $_________ $_________ $_________
1. Department/School
Vote of faculty: For ____6______ Against _____0_____ Abstentions
(Enter the number of votes cast in each category.)
_____0_____
Richard Nation
Department Head/School Director Signature
10 September 2012
Date
2. College/Graduate School
A. College
College Dean Signature
B. Graduate School (if Graduate Course)
Graduate Dean Signature
Date
Date
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Associate Vice-President for Academic Programming Signature Date
Course Description
This is a course in political philosophy, as opposed to ethics, which means that our concern is for the justice of the social institutions that pervasively influence individuals’ life circumstances (rather than for the moral justifiability of interpersonal interactions). The central question of this course is, How must a society be internally-ordered if it is to be just? The focal point of our inquiry is John Rawls’ watershed liberal egalitarian theory “justice as fairness.” We will consider the conception of justice that motivated Rawls’ account (utilitarianism), and subject Rawls’ account to rigorous critique from the perspective of alternative models of the just social order: libertarianism, socialism, and communitarianism. The alleged gender- and race-neutrality of all of these views will be put under examination by feminist philosophers and philosophers of race. Finally, a society may be internally just (i.e., just with respect to its own citizens) but externally unjust (i.e., unjust with respect to foreigners). In this course, we will evaluate all the theories of internal social justice on offer for their global implications.
Catalog Description
This is an advanced course in political philosophy. Its central question is, How must a society be internally-ordered if it is to be just? Various theories of justice will be critically examined, possibly including liberal egalitarianism, utilitarianism, libertarianism, socialism, and communitarianism. The course may also incorporate an historical or a global perspective.
Required Texts
Mill, John Stuart (1978 [1859]), On Liberty (Indianapolis, IN: Hackett)
Mills, Charles (1997), The Racial Contract (Ithaca, NY: Cornell University Press)
Nozick, Robert (1974), Anarchy, State, and Utopia (New York: Basic Books)
Okin, Susan Moller (1989), Justice, Gender, and the Family (New York: Basic Books)
Rawls, John (2001), Justice as Fairness: A Restatement , ed. Erin Kelly (Cambridge, MA: Harvard University Press)
Van Parijs, Phillippe (1995), Real Freedom for All: What (if anything) can justify capitalism?
(New York: Oxford University Press)
Walzer, Michael (1983), Spheres of Justice: A Defense of Pluralism and Equality (New York: Basic Books)
Young, Iris Marion (1990), Justice and the Politics of Difference (Princeton, NJ: Princeton University Press)
Student Assessment
Grades for this course will be determined by student performance in the following areas:
(1) Two essay exams (worth 25% each, or 50% of overall grade).
(2) Final paper (=35% of overall grade). Your final paper is intended to be a substantial philosophical essay on a topic clearly related to the class. The paper should address a topic that has not already been thoroughly discussed in class.
Papers should be 15-20 pages in length (double-spaced, including bibliography). You will compose your paper in stages: proposal, outline with list of intended sources, partial draft, oral presentation, final draft. At certain stages (i.e. proposal, outline), you will hand in a relevant assignment for comment. At other stages (i.e. partial draft, oral presentation), you will be required to share your work with the class, or with part of the class, in order to receive feedback. As appropriate, you will revise your paper based on the feedback you receive from me and from your peers.
(3) Being prepared for class, paying attention, contributing to class discussions, etc. (=15% of overall grade). Note: there may be occasional “pop” quizzes and/or in-class assignments throughout the term. These quizzes and/or
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New Course Form assignments will count toward your participation grade. Except in special circumstances (which must be documented), you cannot make up missed in-class quizzes/assignments.
(4) A minimum of two short responses for in-class presentation. These will be counted as part of your participation grade. On assigned days, you will be asked to write out a serious exegetical question, objection, or a creative application in response to the reading assigned for that day. The statement of your question, objection, or creative application should be typed, and no more than one page in length. You will be expected to send this to me as an email attachment the night before the reading will be discussed in class. In class you will present your question, objection, or creative application, and we will discuss this as a group.
Final Paper Assignment
1. General remarks about grading
I will assess your papers by considering whether you have a clear and interesting thesis, whether you make a plausible case for your view, and whether you take relevant matters into account (including reasonable objections to your position).
Further, failure to complete any of the stages of the paper assignment (proposal, outline with list of intended sources, partial draft for peer workshop, oral presentation) will result in the lowering of your paper assignment grade by at least one third of a grade (e.g. an A will drop to an A- if you failed to hand in a proposal).
2. Final paper format & style
Your final papers should be typed, double-spaced, with at least 1” margins. Please choose a readable, 12-point, font.
Number your pages and make sure your name is on the paper. Footnotes or endnotes are acceptable, but not required. A bibliography of sources used (or referred to) is required. The paper should be formatted according to a professional standard, such as that provided by the Modern Languages Association, the American Psychological Association, or the
Chicago Manual of Style.
Your papers should be written in clear English. Unclear expression, confusing presentation of your own or others’ view(s), omission of important considerations, and/or dogmatism will negatively affect your grade.
3. Grading paradigms
A typical “A” paper: The paper offers a particularly focused and thoughtful response to the topic. A clear and interesting thesis, cogent argument, skillful use of relevant texts/ideas, and sensitivity to relevant objections are all characteristic of an “A” paper. Unusually creative or insightful arguments or interpretations may put a paper in the “A” range, even if the paper has certain other shortcomings.
A typical “B” paper: The treatment of the topic is competent and mostly accurate, and the position presented is reasonable.
However, the paper lacks precision and fails to adequately explain or address relevant texts, ideas, or objections. In general, “B” range papers are good, but less sophisticated and impressive than those in the “A” range.
A typical “C” paper: The paper shows some understanding of the relevant issues, but is marred by a lack of clarity, mediocre exposition and argument, and a failure to attend to relevant matters (including relevant objections to the position presented).
A typical “D” paper: The treatment of the topic is seriously deficient. For example, the thesis and supporting discussion are confusing and unmotivated, and relevant texts/ideas/objections are not explained or addressed.
A typical “E” paper (failure): The discussion is totally out of focus, confused, and irrelevant.
In general, papers will receive higher grades if they exemplify clear exposition and argument, and show good sense for what is relevant to the topic. Papers reliant on sprawling summaries, excessive quoting, and inept exposition and argument will receive lower grades. Papers that display vagueness, awkward phrasing, wordiness, poor organization, and/or serious errors
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New Course Form in word choice will also likely receive lower grades. Pluses and minuses will be used for papers that fall in between the above paradigms.
Grading Scale for the Course
A (93-100)
A- (90-92.99)
B+ (88-89.99)
B (83-87.99)
B- (80-82.99)
C+ (78-79.99)
C (73-77.99)
C- (70-72.99)
F (below 69.99)
Other Policies & Expectations
Note on academic dishonesty .
You should familiarize yourself with the University’s definitions and policies concerning academic dishonesty (see the Student Conduct Code , available at: www.emich.edu/ studentconduct/conductcode.php). Any form of academic dishonesty—cheating, falsification, and/or plagiarism—will result, at minimum, in a failing grade (“F,” earning 0 points) for the relevant assignment, with no possibility of making it up. You may also receive a failing grade (E) for the course. There may be other penalties as well, such as referral to the Office of Student Conduct and Community
Standards for disciplinary action. If you are unsure about whether something you are doing would be considered academic dishonesty, please consult with me.
Attendance and participation . I expect you to attend class regularly, and to be an active presence in class discussions. If you miss class, it is your responsibility to get in touch with me concerning any announcements or handouts you may have missed.
Late papers . Late papers will be accepted but will be diminished one third of a grade per day late (e.g. an A will drop to an
A-). Except under extraordinary circumstances (which must be documented), I will not accept papers turned in later than one week following the original due date.
Missed exams . Make-up exams will only be given in extraordinary circumstances (which must be documented), and must take place as soon as possible after the date of the missed exam. If you miss or cancel a scheduled make-up exam, you will not be given another opportunity to take the exam.
Having difficulty with the course?
If you find the material in this class difficult, I would be glad to assist you in your effort to understand. You may meet with me during office hours without appointment, or by appointment outside of office hours.
You should also feel free to seek help via email. When students fail or receive a low grade in my courses, it is usually because they do not seek help when they need it. If you are struggling, I strongly urge you to get in touch with me sooner rather than later.
Classroom conduct . Free discussion, rational inquiry, and thoughtful expression are encouraged in this class. Classroom behavior that interferes either with my ability to conduct the class, or with the ability of students to participate in class, is not acceptable. Examples of inappropriate classroom behavior include: routinely entering class late or departing early; texting, using cell phones, or listening to headphones during class; talking in class without first raising your hand to be called on; talking while others are speaking; expressing your views in ways that are disrespectful to others in the class. If you legitimately need to carry a pager/cell phone for use in class, prior notice and instructor approval is required.
Religious holidays . It is the policy of EMU to recognize the rights of students to observe religious holidays without penalty to the student. Students are expected to provide advance notice to their instructors to make up work, including examinations that they miss as a result of their absence from class due to observance of religious holidays.
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Students with disabilities . If you wish to be accommodated for a disability, EMU Board of Regents Policy 8.3 requires that you first register with the Disability Resource Center in 240 EMU Student Center. You may contact the Center by telephone (734.487.2470). Students with disabilities are encouraged to register with the Center promptly as you will only be accommodated starting from the date you register with them. No retroactive accommodations are possible.
F and J International Students . The Student Exchange Visitor Information System (SEVIS) requires F and J students to report the following to the Office of International Students (OIS), 229 King Hall within ten (10) days of the event:
• Changes in your name, local address, major field of study, or source of funding
• Changes in your degree-completion date
• Changes in your degree-level (ex. Bachelors to Masters)
• Intent to transfer to another school
Prior permission from OIS is needed for the following:
• Dropping ALL courses as well as carrying or dropping BELOW minimum credit hours
• Employment on or off-campus
• Registering for more than one ONLINE course per term (F-visa only)
• Endorsing I-20 or DS-2019 for re-entry into the USA
Failure to report may result in the termination of your SEVIS record and even arrest and deportation. If you have questions or concerns, contact the OIS (at 487-3116), not the course instructor.
Family Educational Rights and Privacy Act (FERPA).
“The Family Educational Rights and Privacy Act (FERPA) is a
Federal law designated to protect the privacy of a student’s education records and academic work. The law applies to all schools and universities which receive funds under an applicable program of the U.S. Department of Education and is applicable to students at EMU. All files, records, and academic work completed within this course are considered educational records and are protected under FERPA. It is your right, as a student in this course, to expect that any materials you submit in this course, as well as your name and other identifying information, will not be viewable by guests or other individuals permitted access to the course. The exception will be only when you have given explicit, written, signed consent.
Verbal consent or email is insufficient.”
Reading Schedule
Week 1: Utilitarianism
Mill, chapters I and II
Week 2: Utilitarianism
Mill, chapters III, IV, and V
Week 3: Liberal Egalitarianism
Rawls, parts I and II
Week 4: Liberal Egalitarianism
Rawls, part III
Okin, chapter 5
Week 5: Liberal Egalitarianism
Mills, parts I, II, and III
Week 6: Libertarianism
Nozick, chapters 1-3, and 5
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Week 7: Libertarianism
Nozick, chapter 7
Okin, chapter 4
Week 8: Socialism
Van Parijs, chapters 1 and 2
Week 9: Socialism
Van Parijs, chapters 3-6
Week 10: Communitarianism
Walzer, chapters 1-5
Week 11: Communitarianism
Walzer, chapters 6, 8, and 9
Okin, chapter 3
Week 12: Liberal Feminism
Okin, chapters 1-2, 6-8
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Week 13: Difference Feminism
Young, chapters 1-3
Week 14: Difference Feminism
Young, chapters 4-7
PHIL 525: THEORIES OF JUSTICE
Bibliography
Ackerman, Bruce. 1980. Social Justice in the Liberal State . New Haven, CT: Yale University Press.
Anderson, Elizabeth. 1999. “What is the Point of Equality?” Ethics 109(2): 287-337
Aristotle. 1981. The Politics (revised edition). Tr. TA Sinclair. New York: Penguin.
Beitz, Charles. 1999. Political Theory and International Relations . Princeton: Princeton University Press.
Brooks, Thom. 2008. The Global Justice Reader . Wiley-Blackwell.
Cudd, Ann. 2006. Analyzing Oppression .
New York: Oxford University Press.
Fraser, Nancy. 2008. “Abnormal Justice.” Critical Inquiry 34: 393-422.
Fraser, Nancy, and Axel Honneth. 2003. Redistribution or Recognition? A Political-Philosophical Exchange . Tr. Joel Golb, James
Ingram, and Christiane Wilke. London and New York: Verso.
Freeman, Samuel, ed. 2003. The Cambridge Companion to Rawls . Cambridge: Cambridge University Press.
Goodin, Robert and Philip Pettit, eds. (1993), A Companion to Contemporary Political Philosophy , Cambridge, MA.: Blackwell
Publishers.
Goodin, Robert and Philip Pettit, eds. (1997), Contemporary Political Philosophy: An Anthology , Cambridge, MA.: Blackwell
Publishers.
Haslanger, Sally (2000), “Gender and Race: (What) Are They? (What) Do We Want Them To Be?”, Nous 34:1, pp. 31-55.
——. 2004. “Oppressions: Racial and Other.” In Racism in Mind , edited by Michael P. Levine and Tamas Pataki. Ithaca:
Cornell University Press.
Hobbes, Thomas (1994 [1668]), Leviathan , Indianapolis, IN: Hackett.
Jaggar, Alison (1983), Feminist Politics and Human Nature , Totowa, NJ: Rowman & Allanheld.
——. (2009) “ L’Imagination au pouvoir : Comparing John Rawls’s method of ideal theory with Iris Marion Young’s method of critical theory”, in Feminist Ethics and Social and Political Philosophy: Theorizing the Non-Ideal , ed. Lisa Tessman, New York:
Springer.
Kant, Immanuel (1983 [1795]), Perpetual Peace and Other Essays on Politics, History, and Morals , Ted Humphrey (trans.),
Indianapolis, IN: Hackett.
——. (1996) The Metaphysics of Morals . Tr. and ed. Mary Gregor. Cambridge and New York: Cambridge University Press.
Kymlicka, Will. 1990. Contemporary Political Philosophy: An Introduction . Oxford: Clarendon Press.
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Locke, John (1982 [1689]), Second Treatise of Government , Wheeling, IL: Harlan Davidson.
Marx, Karl (2000), Karl Marx: Selected Writings (2 nd edition), David McLellan (ed.), New York: Oxford University Press.
Mill, John Stuart (1978 [1859]), On Liberty (Indianapolis, IN: Hackett)
——. (1979 [1861]) Utilitarianism (Indianapolis, IN: Hackett)
Mills, Charles (1997), The Racial Contract (Ithaca, NY: Cornell University Press)
——. (2005) “Ideal Theory as Ideology.” Hypatia 20(3): 165-184
Moellendorf, Darrel. 2002. Cosmopolitan Justice . Boulder: Westview Press.
Nozick, Robert. 1974. Anarchy, State, and Utopia . Basic Books.
Nussbaum, Martha C. 2000. Women and Human Development: The Capabilities Approach . Cambridge and New York: Cambridge
University Press.
——. 2006. Frontiers of Justice: Disability, Nationality, Species Membership . Cambridge and London: The Belknap Press of
Harvard University Press.
Nussbaum, Martha, and Amartya Sen, eds. 1993. The Quality of Life . Oxford: Clarendon Press.
Okin, Susan Moller. 1989. Justice, Gender and the Family . New York: Basic Books.
——. 1999. Is Multiculturalism Bad for Women?
Princeton, NJ: Princeton University Press.
O’Neill, Onora. 1996. Towards Justice and Virtue: A Constructive Account of Practical Reasoning . New York: Cambridge University
Press.
Plato (1992), Republic , GMA Grube (trans.), Indianapolis: Hackett.
Rawls, John. 1971. A Theory of Justice . Cambridge, MA: Harvard University Press.
——. 1993. Political Liberalism . New York: Columbia University Press.
——. 2001. Justice as Fairness: A Restatement . Ed. Erin Kelly. Cambridge, MA: Harvard University Press.
Rousseau, Jean-Jacques (1987), The Basic Political Writings , Donald Cress (ed.), Indianapolis, IN: Hackett.
Sandel, Michael (1996), Democracy’s Discontent: America in Search of a Public Philosophy , Cambridge, MA.: Harvard University
Press.
Scanlon, T. M. 1975. “Preference and Urgency.” The Journal of Philosophy LXXII(19): 655-669.
——. 1998. What We Owe To Each Other . Cambridge and London: Harvard University Press.
Schwartzman, Lisa (2006), Challenging Liberalism: Feminism as Political Critique , University Park, PA.: The Pennsylvania State
University Press.
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Sen, Amartya. 1992. Inequality Reexamined . Cambridge: Harvard University Press.
——. 2000. Development As Freedom . New York: Anchor Books.
Shue, Henry (1996), Basic Rights: Subsistence, Affluence, and U.S. Foreign Policy (2 nd
Press.
edition), Princeton, NJ: Princeton University
Taylor, Charles, K. Anthony Appiah, Jürgen Habermas, Steven C. Rockefeller, Michael Walzer, and Susan Wolf. 1994.
Multiculturalism: Examining the Politics of Recognition . Ed. Amy Gutmann. Princeton: Princeton University Press.
Van Parijs, Phillippe (1995), Real Freedom for All: What (if anything) can justify capitalism?
(New York: Oxford University Press)
Walzer, Michael. 1983. Spheres of Justice: A Defense of Pluralism and Equality . Basic Books.
——. 2004. Politics and Passion: Toward a More Egalitarian Liberalism . New Haven and London: Yale University Press.
——. 2007. Thinking Politically: Essay in Political Theory . Ed. David Miller. New Haven and London: Yale University Press.
Weinstock, Daniel, ed. 2005. Global Justice, Global Institutions . Calgary: University of Calgary Press.
Wolff, Jonathan (2006), An Introduction to Political Philosophy (revised edition), New York: Oxford University Press.
Wolff, Jonathan, and Avner de-Shalit. 2007. Disadvantage . New York: Oxford University Press.
Young, Iris Marion. 1990. Justice and the Politics of Difference . Princeton, NJ: Princeton University Press.
——. 2000. Inclusion and Democracy . New York: Oxford University Press.
——. 2001. “Equality of Whom? Social Groups and Judgments of Injustice.” The Journal of Political Philosophy 9(1): 1-18.
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