This book explores what social justice looks like for rural schools in Australia. The author challenges the consensus that sees the distribution of resources as the panacea for the myriad challenges faced by rural schools and argues that the solution to inequality and injustice in rural settings has to take into account other important dimensions of social justice such as recognition and association. These include teachers¿ concerns for issues of power, respect, and participation in their work that extend to policy-making processes and implementation; students¿ post-school aspirations and, finally, parents¿ hopes and fears for their children¿s futures and the sustainability of their community. The book brings