‘But that is also not quite right’

Social justice from the lenses of prospective teachers

Bibliographic Data

ID21496653
AuthorsTunay Taş (0000-0002-6346-9936, Yozgat Bozok Üniversitesi, corresponding author), Şenol Namlı (0000-0003-1252-4058, Yozgat Bozok Üniversitesi), Uğur Gezer (0000-0001-6752-7526, Yozgat Bozok Üniversitesi)
Year2025
Pages1-20
Publication date2025-03-04
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueEuropean Journal of Teacher Education (JOURNAL)
Journal identifiersISSN: 0261-9768 • E-ISSN: 1469-5928
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/02619768.2025.2473085
OpenAlexW4408126289
LanguageEN
Citations received2
References cited53

This qualitative study explores how social justice (SJ) is conceptualised by Turkish prospective teachers. Building upon Fraser’s tripartite framework of politics, economy, and culture, the research examines how participants position themselves within the proposed perspectives of equity, equality, and fairness, which act in competing ways. A multiple-case design has been employed, utilising scenario-based interviews with six prospective teachers from different departments. Findings reveal that participants do not hold a singular or fixed understanding of SJ but select the most appropriate perspective according to their situational needs. Deductive thematic analysis indicates that although equity is favoured in economic redistribution, equality dominates political representation, and fairness is prevalent in cultural recognition. These findings challenge monolithic conceptualisations of SJ, highlighting instead its context-dependent and fluid nature in educational and social settings

Criminology · Mathematics education · Social justice · Collaborative Teaching and Inclusion · Psychology · Teacher Education and Leadership Studies · Teacher Professional Development and Motivation

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