Abstract
In this empirical study, we designed a questionnaire that seeks to analyse the representation that Spanish students and teachers have about Social Justice. The questionnaire includes a set of different dilemmas about social justice issues, especially in educational context The questions equitably represent three fundamental dimensions in social justice: Representation, Redistribution and Recognition. The questionnaire for students has 30 dilemmas and for teachers has 39 ones. The instrument has been applied to a sample of teachers and students of secondary education in 17 secondary public schools of different Spanish Communities Autonomous. The results show a good reliability of our instrument and differences in social justice conceptions regarding level of education, age and gender. These results show a developmental and gender trend and differences between students and teachers in the accessibility to the three dimensions of Social Justice: Representation, Recognition and Representation.
Highlights
IntroductionSocial Justice concept is being analyzed deeply
Nowadays, Social Justice concept is being analyzed deeply
There is a clear developmental trend in all Social Justice Dimensions because when the educational level and age increase the results present high values in all indexes of social justice (Redistribution of resources and capabilities, Recognition and valuation of all people and Representation or democracy participation)
Summary
Social Justice concept is being analyzed deeply. A large number of important issues about Social Justice has being proposed and discussed from different views and there is not an univocal concept about it. As we live in a changing society, Social Justice is a dynamic concept and it always should be thought over and to be improved. We have assumed social justice concept based on proposal of Sen [11] about redistribution of capabilities and ideas of Fraser [4, 5] about recognition and representation as complementary elements: Redistribution of material and cultural resources and of primary goods Rawls, 1971; 11]. Recognition and celebration of diversity through the individual, cultural and social appraisement of all people in a just relationship [5,14].
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