Contemporary Social Justice Issues

Social justice issues:
Ryan (1993) represented different historical and contemporary views ranging from Plato and Aristotle to the 20th century theorists such as Rawls and Nozic, all of whom discussed the universal principles of social justice. They argues that social justice and equity are reflected in having a sense of belonging which means feeling acknowledged as a person and as a member of a group or community regardless the ability, culture, religion and socio-economic status (Fraser, 1997; Bach 2005; Freiler 2002). Rawls (1971) and Fraser (1997) have developed different theories of what constitutes social justice. They discussed the disruptive Justice in which the children would have the same learning opportunities and resources that enhance their developmental skills. Another type of social justice is the cultural justice which “promotes recognition of cultural difference with respect and tolerance for differing cultures and communities” (Cribb and

Research highlighted the importance to include different children with various abilities in play time to meet their developmental needs (Frost, 2006; Fleer, et al., 2006). In playgrounds, social justice and equity are displayed in a range of social planning, access and equity activities. The described playground includes different cultures in the area which supports Vygotsky’s socio-cultural theory that values the influence of culture on development. The play house provides the children with a chance to share their cultures together within a social context. It also includes variety of children from different age groups who are able to use the challenging and high play structure, net frame and swing. Moreover, the playground includes different equipment that cover the children’s various developmental skills like, their cognitive, social and physical skills as discussed