Document Type : Original Article
Authors
1 استادیار حقوق تخصصی، گروه علوم حقوق، دانشگاه کردستان، سنندج، ایران.
2 دانشجوی دکتری مدیریت آموزشی، گروه علوم تربیتی، دانشگاه کردستان، سنندج، ایران.
Abstract
Objective:
This research aims to explore the influential factors for development and equality in achieving educational justice.
Methodology:
A qualitative research method was employed, utilizing an interpretive paradigm. To examine the lived experiences, 16 participants were involved, comprising 6 professors, 7 teachers and managers, 3 heads of Education Departments, and school administrative staff. Sampling was conducted purposefully and criterion-based, reaching theoretical saturation. Data were collected through semi-structured interviews and analyzed using the phenomenology method with an interpretive approach, specifically the Smith model. Data credibility was ensured through confirmability, transferability, credibility, and dependability.
Findings:
The results indicated that factors influencing development and equality for achieving educational justice are categorized into two main groups:
Effective Infrastructural Factors: These include allocating specific budgets to compensate for backwardness, facilitating the path for philanthropist participation, vocational and technical training, and leveraging the experiences of successful provinces.
Effective Socio-Cultural Factors: These encompass equalizing participation opportunities for all segments of society, ample attention from parents to their children’s educational importance, aligning with social changes, and emphasizing the value and position of the school’s role in society.
Conclusion:
The findings of this study elucidate that achieving educational justice is not a one-dimensional action but rather necessitates a strategic linkage between infrastructural and socio-cultural factors. While infrastructure development paves the way, cultural richness and sustainable social participation guarantee the continuation of this justice. Therefore, policymakers aiming to overcome educational inequalities must adopt an integrated model based on the simultaneous reinforcement of resources and social values.
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