Social justice representations and social dominance orientation in primary teacher training students
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Abstract
Recently, research have focused on analyzing the Social Justice representations in the
educational field. Based on the tridimensional Social Justice issues, described by Nancy Fraser, this research focus on three dimensions: Redistribution, Recognition and Participation Nancy. The main aim of our research is to analyze the three Social Justice dimensions and the relationship with the Social Dominance Orientation in Teacher Training Students in order to improve the ethical view of this process. The sample of participants consists of 387 students in the first and fourth years of the Teacher Training Degree in Early Childhood and Primary Education at the Autonomous University of Madrid. The students responded to a questionnaire that contained a Spanish version of the Social Dominance Orientation Scale and a Three-Dimensional Social Justice Scale. The results show that the future women teachers have more precise and progressives Social Justice representations than the future men teachers, and these representations are increasing with the years of training as teacher. Thus, we found negative correlations between the three Social Justice dimensions and Social Dominance Orientation. We concluded the training years in these grades and the students gender are two factors that should be take into account in the analysis of future teachers Social Justice representations. Finally, we discuss about the implications these factors may have in the development of a favorable attitude toward Education for Social Justice by the future teachers.
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