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Through the global market for maritime labour, multi-national crews now work on fishing vessels which were once serviced by domestic crews only. The remuneration and working conditions for non-domestic crews are causing concern, with allegations of unequal and poor pay levelled at the industry. This paper presents evidence from Scotland, a nation where a significant proportion of crews on fishing vessels originate from outside of the UK, a large number of whom come from outside the European Economic Area. Their level of remuneration is significantly lower than their Scottish counterparts, even when employed on the same boats to carry out the same work. The question arises whether the remuneration and inferred pay differences are justifiable economic consequences of local and global labour markets, or whether they constitute a failure of maritime governing institutions to prevent unjust pay discrimination. After exploring the economic and ethical arguments for keeping or removing remuneration differentials, the paper concludes that ‘equal share’ is the most just distributional criterion for international fishers’ remuneration. Although we recognise that other distributive justice principles will continue to be defended on economic grounds, the paper argues that policy makers need to find ways of redressing the power imbalances between employers and employees that contribute to unequal pay.

ABSTRACTIn this article, we discuss the challenges associated with moving towards more inclusive geographies. We argue that one mechanism for doing so is to give greater attention to the contested everyday geographies of young people. We reflect upon a research project involving 382 young people from diverse ethnic and religious backgrounds that employed a framework of everyday geopolitics, intersectionality and place. Specific attention is given to issues of national identity, migration and mobility, and misrecognition. We use this article to call upon geography teachers and educators to consider the importance of young people's geographies. We include both a focus on the everyday geographies of the students in our classrooms and the inclusion and integration of such issues into the geography curriculum.