Executing Social Justice in a University Classroom: Teachers’ Challenges

Abstract

The goal of this study was to investigate the difficulties college lecturers encounter while incorporating social justice into their curricula. It also looked at teachers' ideas on educating for social justice. The issue of implementing social justice in stereotyped classrooms requires analysis at both the micro and macro levels. What difficulties do university lecturers have when incorporating social justice into their curricula? Was the goal of this study? In this study, the viewpoints of 18 professors from Punjab's nine public universities were examined. Semi-structured interviews and a theme analysis procedure were employed in a qualitative method. Findings show that university lecturers face a variety of difficulties, including speaking out against institutional policies, lacking professionalism, and lack of social justice knowledge, stereotypical classroom, grade-oriented mind-set, and lack of uniformity in education. In the light of these findings, the study entails that university teachers need to be trained according to global demands and defined methodology embedded with their motivation to teach for social justice. The written curriculum must be linked with the social justice agenda. Teachers must play a part in improving the classroom environment for effective learning by putting social justice values into practice.