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Kindergarten Teachers’ Understanding on Social Justice: Stories From Indonesia

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  • Muhammad Solehuddin
  • Vina Adriany

Abstract

The notion of social justice has often been overlooked in the field of early childhood education because many teachers think that it is too early to introduce the concept to young children. Using multicultural theories, this article attempts to explore kindergarten teachers’ perceptions on the issue of social justice. The method adopted in this research is case study. Thirteen kindergarten teachers from five different schools in three different cities in West Java, Indonesia, are selected as participants. Data are collected through semistructured interviews and analyzed using a grounded approach. Findings of this study highlight the extent to which kindergarten teachers understand issues of social justice in terms of equality of treatment. The findings also illuminate complexities faced by the teachers in negotiating social justice in their teaching. The findings also indicate the need to reform curriculum for teacher training programs to include matters like social justice.

Suggested Citation

  • Muhammad Solehuddin & Vina Adriany, 2017. "Kindergarten Teachers’ Understanding on Social Justice: Stories From Indonesia," SAGE Open, , vol. 7(4), pages 21582440177, October.
    • Handle: RePEc:sae:sagope:v:7:y:2017:i:4:p:2158244017739340
    DOI: 10.1177/2158244017739340
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    References listed on IDEAS

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    1. Arief Anshory Yusuf & Andy Sumner & Irlan Adiyatma Rum, 2014. "Twenty Years of Expenditure Inequality in Indonesia, 1993-2013," Bulletin of Indonesian Economic Studies, Taylor & Francis Journals, vol. 50(2), pages 243-254, August.
    2. Harvey, David, 2007. "A Brief History of Neoliberalism," OUP Catalogue, Oxford University Press, number 9780199283279.
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