ADVANCING EDUCATIONAL EQUITY AND SOCIAL JUSTICE USING QUALITATIVE AND QUANTITATIVE METHODS

Abstract

Advancements in educational reforms at Bolashaq school in Kazakhstan reflect global goals of creating an inclusive, knowledge-based society that fosters unity and equity. The major reforms within the Bolashaq School education system focus on addressing critical issues such as student attendance, disparities in academic performance, and the expansion of comprehensive secondary education with an emphasis on lifelong learning for all age groups. This research aims to: (a) identify factors that support or hinder educational equality within Bolashaq School; (b) understand student perceptions of fair and equitable school practices; and (c) explore how these perceptions vary across different academic environments. The key research questions are: How do Bolashaq School students perceive their educational experiences? Which institutional practices do they view as fair or biased. Initial findings reveal two primary perspectives on justice among students: (a) an egalitarian view, focusing on equal resource distribution and treatment; and (b) a redistributive view, highlighting nuances of fairness and equity. The discussion emphasizes the relationship between challenging school environments and current  policies, while also addressing the different concerns students have regarding teaching methods and school practices.