Akademik Veri Yönetim Sistemi
European Journal of Teacher Education, 2025 (SSCI)
This qualitative study explores how social justice (SJ) is conceptualised by Turkish prospective teachers. Building upon Fraser’s tripartite framework of politics, economy, and culture, the research examines how participants position themselves within the proposed perspectives of equity, equality, and fairness, which act in competing ways. A multiple-case design has been employed, utilising scenario-based interviews with six prospective teachers from different departments. Findings reveal that participants do not hold a singular or fixed understanding of SJ but select the most appropriate perspective according to their situational needs. Deductive thematic analysis indicates that although equity is favoured in economic redistribution, equality dominates political representation, and fairness is prevalent in cultural recognition. These findings challenge monolithic conceptualisations of SJ, highlighting instead its context-dependent and fluid nature in educational and social settings.