It is imperative to take account of the many faces of justice when exploring the
elements of a curriculum for justice. Justice is not only about equity, equality and
fairness, but about creating spaces where people can learn to prioritise a significant
Other and practise doing so. The curriculum needs to provide a space where the
legal, restorative face of justice and its ethical face could coincide. Firstly, we argue
that a sole focus on justice as reasonableness might reinforce the notion of “separate
but equal”, and that through a leveling of difference, we might opaquely strengthen
difference without an inclination to care deeply for those whose background might
differ from ours. Secondly, we argue that the legal and ethical faces of justice are
not mono-tonal, but that these faces constitute many complexions based on the body
holding it (or the person who attempts to make sense of these faces). In this article
we will attempt to understand how we make sense of girls’ voices on cultural and
religious practices. We imagine that understanding how we understand Others might
place us in a better position to provide guidelines to develop curriculum spaces for
profound justice; i.e. justice that is based on reasonableness and, more importantly,
on care.

doi: 10.15700/saje.v31n3a536