ERIC Number: ED366535
Record Type: RIE
Publication Date: 1993-Nov-19
Reference Count: N/A
Social Studies Teachers' Conceptions of Justice.
Prior research suggests that while males tend to equate justice with fairness, females associate justice with a responsiveness to individual circumstances that embodies an ethic of care. This document reports the conclusions of research examining what conceptions of justice are embedded in the taught curriculum and whether male and female teachers hold and express different views of justice. Eighteen teachers submitted to interviews for the study. All felt "teaching justice" was important and could cite specific topics and materials in use in their curricula. Two thirds claimed to teach about justice directly and intentionally, and the other third claimed to do so indirectly. Definitions of justice emerged as primary theme clusters: (1) justice as right and wrong; (2) justice as fairness; and (3) justice as an ideal or standard. All teachers drew on ideas from all three clusters. Two secondary themes emerged: the idea of justice as requiring moral action and a belief in the relativity of justice. Language and examples that teachers offered were consistent across gender lines. The paper concludes that the topic is worthy of further investigation. Contains 30 references. (SG)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper prepared for the Annual Meeting of the National Council for the Social Studies (Nashville, TN, November 1993). Title on cover page is "Teachers' Conceptions of Justice."