Social Studies Teachers' Conceptions of Justice

Abstract

Abstract Eighteen social studies teachers were interviewed to explore concepts of justice. Three dominant themes emerged: justice as right and wrong, as fairness, and as ideal or standard. Strong gender-associated differences in language did not emerge, as male and female teachers described both fairness considerations and concerns for context and relationship as integral to justice. When asked to identify justice topics in their curriculum, teachers cited lessons about injustice and the oppression of vulnerable groups. They preferred to let students raise issues of justice rather than organize lessons to explore different models or theories of justice explicitly. Academic knowledge of different societies as well as sensitivity to the relativity of justice as a concept in different cultures and within a single society made teachers reluctant to judge the merits of different concepts of justice. Responses suggest that social studies teachers' education in political theory may be insufficient.