This chapter argues for a more socially just situation for disadvantaged students. It is observed that properly defining the terms of educational inclusion is an important start in this endeavour. The chapter discusses the justice arguments espoused by the noted philosophers Jeremy Bentham and John Rawls. It is observed that while there is merit in both of these approaches, they may still represent a denial of justice. The chapter discusses why purely distributive approaches may be insufficient to achieve social justice. It is argued that the work of Iris Marion Young and her five faces of oppression – exploitation; marginalisation; powerlessness; cultural imperialism; and violence – is an important framework which can be used to bring about a more socially just position for disadvantaged students.