Exploring Classroom Inequalities in a Mathematics Class through a Capabilities-Based Social Justice Framework

Abstract

This paper aims to examine classroom justice through a capabilities-focused praxis. The research employs a case study design to explore inequalities in a classroom environment in Turkey. Data are drawn from indepth individual interviews with six teachers working at the secondary level of primary school and from their classroom observations for one academic term. We monitored teacher-student and student-student interactions, and strategies for coping with inequalities and conversion factors (such as training, teacher behaviour, skills, power relations) that affect teaching and learning processes. We then looked into the conditions that limit student capability to participate in class, do well on exams and benefit from learning. The study lists the conditions of inequality and maps out a new capabilities direction to examine classroom inequalities in Turkey. These capabilities can be listed as: capability to access (appropriate) learning materials; capability to access the teacher; capability to have a democratic classroom environment; and capability to access appropriate teaching and pedagogy for different learning styles and needs.