Fraser’s social justice theory revisited: experiences of Turkish immigrant children in Northern Cyprus from the parental perspective

Abstract

ABSTRACT In many countries, immigrants are confronted with different forms of social injustices and systemic inequities. From the early stages of their lives, immigrant students experience struggles that are translated into compromised learning trajectories, fewer employment opportunities, and lower income. Over the last two decades, schools in Northern Cyprus have faced challenges due to increasing numbers of immigrant students. Informed by Fraser’s social justice theory, the present study examines immigrant students’ educational experiences from the parental perspective. Using a phenomenological research design, we conducted semi-structured interviews with 12 low-SES Turkish parents living in the ghetto of Nicosia. Our analysis revealed deep-rooted injustices that shape educational experiences of immigrant children and further jeopardise their educational opportunities. We also found that the challenges faced by immigrant children doubled when they had disabilities. This study will inform more effective policy interventions and provide insights to researchers to advance social justice research in education by highlighting the struggles and realities of immigrant children.