Equity-Centric Approaches: Leveraging Social Justice Theory in Managing Learner Discipline Within Educational Policy Frameworks

Abstract

The study seeks to understand how equity-centric approaches can mitigate persistent inequalities in discipline management, particularly in diverse and underserved educational settings. The study aims to examine the challenges and shortcomings of traditional disciplinary practices, which often reinforce social inequalities. It focuses on analyzing the implementation of equity-focused disciplinary measures in South African secondary schools. The central argument is that conventional disciplinary methods fall short of meeting the needs of all learners, especially those from marginalized communities. A transition to equity-centric approaches, rooted in social justice theory, is proposed to achieve fairer and more effective outcomes. The study was framed using social justice theory, which emphasizes fairness and equality, particularly in the distribution of opportunities and privileges within society. This theory was selected to critically assess current disciplinary frameworks and to propose more inclusive and equitable alternatives. A qualitative research approach was employed, incorporating document analysis. Data were gathered from school policies and disciplinary records to understand the disciplinary practices. The study revealed that traditional disciplinary practices often reinforce existing inequalities and disproportionately affect marginalized learners.