Design and Validation of Theoretical Construct: Social Justice Perceived by Pupils in Compulsory Education Schools

Abstract

Social justice is a matter of great importance, because it is the base of peaceful coexistence among people. Currently, inequalities and the lack of justice are one of the prevalent problems ofhumanity. Throughout ofhistory, all conflicts have been caused by lack of justice and disregard for the rights of individuals. Social justice can be analyzed from different perspectives, from macro to micro-analytical view. Undoubtedly, in the field of education it is a subject that produces inquietude of theorists, teachers and researchers. However, still now there is no evidence that it were developed enough instruments to assess different facets that compose this concept. This paper provides a theoretical review of the concept of social justice and proposes the design and development of the instrument to assess students’ perception of social justice within educational establishments. We assume that that the experience of the social justice begins in schools, in which students will build their perceptions and feelings that origin emotions and experiences they have in their academic lives. We emphasize the role of teachers, as the reference model for a true example of distributive justice, and the role of schools in which is given or not a justice as the organizing principle.