Abstract

The analysis of a corpus of articles of educational research in French and American reviews on the topic of justice allows to compare, first the use of the notion of equity in this literature and second, the methods, questions and distributions (which goods between which categories?) which are those of the research in the two countries. This analysis leads to distinguish a 'social' (France) model of the genealogy of the inequalities from a 'political' one (US). The place of equity in the research on justice is discussed in reference to the way these two notions are articulated by Aristotle and Rawls. The differences in the content of the research are discussed through the 'political model of education' which is dominant in each of the two countries.