Abstract. In order to study children´s conceptions of primary education about Social Justice, we have applied a questionnaire and an interview, based on dilemmas of different situations on the educative and social context. Participants were 4th and 6th grade primary education students from five schools of the Community of Madrid. We compared the responses of the students by grade, gender and school type (schools promoters of social justice vs. standard schools).The results show differences between grade or gender, in a different way in questionnaire and interview. In further analysis we are try to compare the responses of the students enrolled in schools promoters of social justice with those of students enrolled in standard schools.
Students belonging to a sexual and gender minority go through experiences of injustice in their educational centers and are victims of school bullying. This research analyzes the relationship between these experiences and their influence on the development of the Belief in a Just World, as well as the impact of their experiences on the development of their narratives. Participants are students who have suffered from bullying due to sexual and gender diversity issues during their primary and secondary education stages (ages 15–40 years). Starting from a constructivist qualitative methodological approach, a semi-structured interview was developed as an instrument for collecting data on these aspects. The information extracted was contrasted with the results of the Personal and General Belief in a Just Word Scales. The results of the first interviews provide us with prior information on current identities and narratives and their representations of justice.
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