The Intellectual Structure of Educational Equity and Social Justice

Abstract

Educational equity and social justice have emerged as central paradigms in contemporary socio-educational research and policy frameworks. Despite a rapidly growing body of literature, scholarship in this domain remains structurally fragmented across sociology, urban planning, educational technology, and public administration. This study presents a comprehensive scientometric and bibliometric synthesis of global scientific production indexed in Scopus from 1981 to 2026, analyzing a cleaned corpus of 1,415 primary articles published across 735 peer-reviewed sources. Utilizing non-linear growth modeling, Bradford’s Law, Lotka’s Law, and keyword co-occurrence network analysis, this research delineates the field’s intellectual structure, collaboration patterns, and thematic evolution. The results demonstrate a sustained exponential growth in publication volume, with a non-linear logistic growth model (R2 = 0.963) predicting a theoretical carrying capacity ceiling of K = 7,041 cumulative documents and an inflection point at year 2033.6 (356 articles/year). Bradford’s distribution identifies 57 core flagship journals accounting for 33.36% of total output. Keyword co-occurrence network mapping uncovers five primary thematic clusters: socio-spatial inequalities, digital equity and algorithmic justice, higher education access and institutional governance, critical pedagogy, and policy implementation. By bridging disconnected disciplinary streams, this study establishes a unified baseline for researchers, policymakers, and educational leaders seeking to advance inclusive governance and social justice in education.