Social justice perceptions, and practices: Turkish teachers' perspectives

Abstract

The main focus of this research was to ascertain how social justice expectations are met by in-service teachers. For this purpose, their perceptions and practices regarding social justice were investigated by applying a qualitative approach and a phenomenology model, and the data were analyzed using content analysis. Semi- structured interviews were conducted with 40 teachers in T & uuml;rkiye to reveal their views on social justice issues. The data expose how teachers interpret the sources and consequences of inequality, as well as the limitations in their understanding. This paper discusses the implications of the findings on social justice teaching practices, and teacher education.