Open AccessPractices of Social Justice in the Experiences of Private School Teachers
Author(s) -
Dawa Sherpa
Publication year - 2021
Publication title -
interdisciplinary research in education
Language(s) - English
Resource type - Journals
eISSN - 3021-9574
pISSN - 2676-1483
DOI - 10.3126/ire.v6i2.43538
Subject(s) - inclusion (mineral) , government (linguistics) , context (archaeology) , educational leadership , narrative , economic justice , private school , pedagogy , public relations , sociology , quality (philosophy) , triangulation , psychology , political science , mathematics education , social science , paleontology , linguistics , philosophy , epistemology , law , biology , cartography , geography
Private schools have become the choice for the quality of education for both parents and students. Private school associations can influence government officials and policy regarding on the contribution on education system of country. However, the voices of the private school's teachers are not amplified in the lines of decision making process. In this context, this study aims to explore the present social justice practices in the experience of private school teacher. For this purpose,narrative inquiry design has been adopted. Purposively, four participants from different private schools in the Kathmandu valley are selected. An in-depth interview with teachers was conducted to assess the teachers' perspectives on social justice. To isolate the primary subject, the transcribed data was coded and reorganized by decoding. Data triangulation was employed to assure the accuracy of our study and results. Study found, the school's leadership cannot ensure justice on its own. Inclusion of a diverse range of people is inadequately handled. The teaching and non-teaching staffs have lack of understanding and trust in one another. School leadership does not appreciate and respect their needs, desires, or interests. Teachers are less priorities and they do not involve in planning and decision-making process of school.