Abstract
Drawing on and responding to the articles in this special collection, this provocation makes the case that realising justice in education requires a focus on the processes and politics of justiceoriented reform in postcolonial, low- and middle-income counties (LMICs). In implementing reform, it is argued that it is crucial to take account of similarities and differences in context between LMICs. At the heart of reform must be a holistic, coherent and systemic approach at the level of the education system of the institution. Key priorities include reforming the curriculum, investing in educators as agents of change and developing endogenous system leadership that can drive justice-oriented reform. Here, however, it is necessary to engage with the politics of justice-oriented reform, including challenging global, neoliberal agendas, democratising the governance of education and engaging with popular struggles for social, epistemic, transitional and environmental justice.