The authors used prototype theory to illustrate the concept of social justice in school settings, particularly as it might inform the education of school leaders. Using expert input, the authors developed descriptions of school setting actions predicted to be perceived as prototypical of social justice in education, as well as of actions that were predicted to be either peripheral or antithetical to the construct. Panels of (a) social justice experts and (b) students in social-justice-oriented school leadership doctoral programs rated the extent to which each of these resulting 46 actions characterized social justice. Data were analyzed to map the concept.
Mitchell, R. E., Goodyear, R. K., Gragg, J. B., Mirci, P., & Morgan, R. (2016). School setting behavior that characterizes social justice: An empirical approach to illustrate the concept. AERA Open, 2(3), 1–16.