Chapter 11: Recognition of the Social Different-Social Justice for Learning Within an Individualized, Mobile, Convergent Mass Communication

The following discussion applies a widened concept of social justice to the dramatic changing of mass communication with the intention to explain some features of formal learning as an individualized social risk. With reference to cultural sociology and social semiotics the detraditionalization of formal learning and of mass communication is considered as a general delimitation. User generated context are an outcome of this delimitation. The intention is to adapt social justice to education in this process of delimitation. The chapter proposes that for education to concentrate on the new mass medial cultural resources of learners as essential in their social stratification of milieus, which influences also social inequality. In concordance with contribution to the post-PISA discussion three areas of social justices for school education are considered: institutional prerequisites of justice; agency and life orientation as focus of social justice and the communicative intention to recognize the culturally different. Examples of school projects attempt to explain these three areas of social justice in the light of a blurred mass communication and for the practices of learning in schools.