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This article describes the process of construction and validation of two instruments designed to evaluate the representations that students and teachers have about Social Justice from a perspective that takes into account the three dimensions proposed by Nancy Fraser (2008) of Redistribution, Recognition and Representation/Participation. To this end, the Social Justice Representations Questionnaire for Secondary Students (SJRQSS) and the Social Justice Representations Questionnaire for Teachers (SJRQT) have been developed. The SJRQSS consists of 30 questions in a dilemma format, presenting 10 questions from each of the Social Justice dimensions. The SJRQT has 39 questions, including 9 additional dilemmas on issues related to Social Justice in education. Each question poses a dilemma with three response options which pose different degrees of social justice (high, medium and low). The instruments have followed a double validation process: a validation by expert judges and a pilot study that has been applied to 130 teachers in training. The results indicate that the two instruments have adequate validity and reliability to evaluate the social justice representations of secondary students and teachers.

Social justice; Social representations; Students; Teachers; Secondary education.

Sainz, V. & Jacott, L. (2020). Diseño y validación de los cuestionarios de representaciones de justicia social para estudiantes de educación secundaria (CRJSES) y para profesores (CRJSP) [Design and validation of the social justice representation questionnaires for secondary students (SJRQSS) and for teachers (SJRQT)]. Revista Internacional de Educación para la Justicia Social, 9(2), 351-380.
https://doi.org/10.15366/riejs2020.9.2.017