Social justice in education has been a complicated topic for many years. Every country has its own problems in this sphere and its own methods of solving them. There are many problems related to social inequality, and each of them requires an individual approach to address. One of the main difficulties that can become a problem in any educational institution can be the poor interaction between students and teachers (Gair & Baglow, 2018). It is this aspect that will be the basis for the writing and parsing in this paper. It will provide arguments for how this aspect can make life difficult for students, the problems that can arise in the process of solving them, and the main ways to solve such situations, paying attention to the counterarguments as well.
The socialization process is not only necessary when it comes to the institution. A person encounters their peers throughout life, from birth until the end of life. Each place is unique, with its own rules of interaction and hierarchy. The same is true of educational institutions, as one spends most of one’s life learning and gaining the necessary information for one’s future (Cho, 2017). Schools or universities are places that require rather close social contact, so it is essential to pay attention to the relationships that are built between people in such places.
It is essential to understand that while discipline is necessary for educational institutions, more often than not, it can be either too strict or too lenient. In addition to this balance not being respected by the people above, there are also notions of class segregation in schools and universities. This refers to when students have their own division into groups and interfere with each other in terms of learning, social skills, and other equally important aspects of the school life process (Nicotera, 2019). Many teachers and students are aware of this problem but do not know how or do not want to find an approach to solving it because it is not necessary, and it is easier to adapt to already recognized norms.
One of the methods of relations regulations between people can be general activities that help to raise the morality of the whole school. These can be themed parties, joint time spent together, or activities that allow both students and teachers to become more open. This will help relieve tension between employees and expose them to a different side, as well as allow one to feel what life looks like from the other side of the learning process. Such steps can also help alleviate excessive discipline in the classroom and restore order in seminars or lectures. It might seem, however, that such a decision calls into question the authority of the faculty and undermines the idea of a hierarchical system. It is crucial to keep in mind that this model of behavior is only temporary, at parties or other events, which does not allow for overstepping the bounds of permissiveness. It is also worth considering the other downside of making such a decision. It can be a distraction from the learning process and a focus on having fun. This aspect is the biggest disadvantage of such a decision strategy.
To summarize, despite the seriousness of the problem of social inequality, there is a solution to this aspect. At first glance, it may not seem valid, but doing activities together does bring people closer. In addition, it is essential to understand that years spent within the walls of the educational institution are significant for the child, so it is necessary to create a comfortable environment for their work and communication. as it directly affects their future.
References
Cho, H. (2017). Navigating the meanings of social justice, teaching for social justice, and multicultural education. International Journal of Multicultural Education, 19(2), 1. Web.
Gair, S., & Baglow, L. (2018). Social justice in a tertiary education context: Do we practice what we preach? Education, Citizenship and Social Justice, 13(3), 207–216. Web.
Nicotera, A. (2019). Social justice and social work, a fierce urgency: Recommendations for social work social justice pedagogy. Journal of Social Work Education, 1–16. Web.