The experiences of social justice by learners in school

Abstract

This study is based on the assumption that the complexities associated with racial and cultural integration has impacted on the ways in which learners at urban secondary schools understand/interpret social justice. The research question, ‘How do adolescent learners give meaning to the concept of social justice in schools?’ which directs this study, is informed by this assumption. The purpose of the study, informed by this question, was to explore and describe the ways in which participating adolescent learners give meaning to and experience the concept of social justice at their schools. A qualitative research approach and a phenomenological research design were regarded as most appropriate to an exploration of learner experiences of social justice. Data was collected by means of focus group interviews: ten learners from one former Model C school in the Tshwane South District discussed and shared their views on social justice as a phenomenon at this school. Their views were subsequently transcribed, analysed and interpreted to determine the manner in which they experience and ascribe meaning to social justice at their ‘urban’ secondary school. Indications from this analysis are that adolescent learners at this school attach different meanings to the concept of social justice. A whole range of meanings were attributed to social justice: retribution, restoration, consideration, human rights, respect for authority, and human entitlement. Based on these findings, my recommendations in this regard are that educators should play a role in promoting, protecting and instilling human rights in schools.