In this paper, I examined what “justice” is in educational administration that can be seen through the education of foreign children. I also considered why each local government implement the education of foreign children“in that form and contents”, and explored the intention of local governments behind the implementation and selection of the education as an expression of“justice”.

Education of foreign children is not provided by national wide law in Japan. So, if see local governments policies we are able to find“justice”of local governments in education of foreign children. Therefore, in the case of“doing”, in order to clarify the basis of this, I searched for the information posted on the website of all the prefectures from the following three perspectives - explanation of the basic plan of education promotion and of the general education outline, policies under the jurisdiction of the board of education and under the jurisdiction other than the board of education - to find out if there is a direct reference to the education of foreign children.

With regard to perspective 1, I found concrete measures were described in 29 prefectures. As for the context of the policy, a total of nine contexts were confirmed, such as promotion of international understanding education, development of a safety net for learning, and multicultural coexistence.

With regard to perspective 2, I surveyed the development of guidelines and policies for the education of foreign children. As a result, I was able to confirmed the establishment of three types of guidelines: policies of education for foreigners, basic policies of human rights education, and basic policies of bullying prevention. Among them, the local governments that have established guidelines and policies of education for foreigners position the education of foreign children as a response to the problems that emerged in foreigners, that turns out that there is a strong intention to solve social problems, that is, to change the way of society with foreigners, rather than giving back to individuals to meet“special educational needs”.

With regard to perspective 3, it was confirmed that the four groups of policies, which have different backgrounds, referred to the education of foreign children. These are multicultural coexistence measures (securing labor forces), multicultural coexistence measures (promotion of regional internationalization), human rights measures (multicultural coexistence), and global human resource development measures.

Education of foreign children is more affected by the financial situation of local governments, so regarding where to allocate humans, goods, and money from the limited financial resources, it is necessary to have valid justification. However, I think it is also indispensable to verify how“justice”is fulfilled by reconsidering to realize that education cannot be guaranteed unless some reason as a basis for justification is given itself. By looking at the policies for education of foreign children, it can be seen that the substance of“justice”is involved in not only the distribution of resources but also the creation of social value. The process of implementation needs to be analyzed not only from the perspective of what kind of existing value is used to justify measures for maintaining social order, but also from the perspective of creating new values to justify those measures.