UNDERSTANDING SCHOOL TEACHERS' PERCEPTION ABOUT SOCIAL JUSTICE THROUGH GROUNDED THEORY ANALYSIS

The present qualitative grounded theory study aims to examine how Indian school teachers understand and construct
the meaning of social justice and conceptualize their role in fostering a conducive environment in their classrooms.
From time immemorial a question has been posed in front of the teachers is how to encourage students to think critically
from a clear social justice lens and model social change for effective and harmonious coexistence. Indian schools are
often criticized for not portraying the cultural contributions of diverse communities in their classrooms, which ultimately
alienates the students belonging to those communities. In order to check how much the in-service teachers have social
justice orientation the researcher explores the perception of five English medium private school teachers’ of the greater
Mumbai area. The result of this study would prove beneficial for pre-service and in-service teachers to gain insight for
working towards fostering social justice understanding through their teaching.