Browsing by Subject "Vuorovaikutuksen oikeudenmukaisuus"

Justice is based on experiences of fairness. In my master’s Thesis I am going to investigate fairness experiences of elementary school students. My object is to find out what sort of fair and unfair situations children encounter at school, and which are the factors behind these experiences. The aim of the study is to discover ways for maintaining and developing elementary school justice. I apply theory of justice forms, combined by Sabbagh and Schmitt (2016). These forms are distributive justice, retributive justice, procedural justice, and interactional justice. Furthermore, I examine children’s justice experiences from perspective of justice sensitivity, which tells about strength of feelings against unfair events. Rest on previous studies every form of justice is represented at school. Experiences of fairness apply to distributing of resources and punishments, processes of school and interactions of situations in school. Interpretations about what causes fairness, depend on interpreter. Differences in justice sensitivity and its perspectives are perceived as individual features. On the other hand, studies show that person’s age and sex have an impact on how people see fairness and justice. I collected data for my study in autumn of 2020. My sample consisted of 20 Finnish elementary school students, 13 girls and 7 boys. For acquisition of data, I used internet questionnaire. In analyzing phase I utilized both qualitative and quantitative research methods. The study showed that distributive justice and interactional justice are the most important factors of elementary school’s justice experiences. Likewise procedural justice is important part of elementary school’s fairness. Instead, retributive justice did not appear a lot in children’s responses. Respondents’ justice sensitive was low from victim’s perspective, when comparing results with other facets of justice sensitivity. Correlations between age and justice sensitivity were not found. Girls’ justice sensitivity was higher than boys equivalent particularly from beneficiary and perpetrator perspectives. These results state that to enable fairness at school resources must be shared rightfully and interactions between teachers and students need to be fair. In addition, fair processes of school are truly important part of schools’ justice. Educators should also consider effects of children’s low victim justice sensitivity and girls’ high justice sensitivity in discussions of justice and fairness in school.