Teaching Justice through Lived Experience: A Qualitative Study of Social Justice Awareness in Law Students’ Classroom Discussions
Keywords:
social justice, legal education, professional identity, classroom discussion, law studentsAbstract
This study explores how social justice is interpreted and experienced by law students through classroom discussions in undergraduate legal education. Using a qualitative case study approach, the research focuses on how students engage with legal cases, debates, and reflective dialogue that address issues of inequality, rights, and fairness. A total of 18 law students participated in the study. Data were collected through classroom observations and semi-structured interviews, then analyzed using thematic analysis to identify recurring patterns in students’ perceptions and experiences. The findings reveal four key dimensions of social justice learning in the law classroom. First, exposure to legal case analysis helps students develop critical awareness of social inequality and the ways in which legal systems interact with real-life conditions. Second, classroom discussions encourage students to negotiate the tension between legality and morality, prompting deeper ethical reflection. Third, engagement with cases involving marginalized groups fosters empathy and strengthens students’ understanding of the human impact of legal decisions. Finally, these experiences contribute to the formation of students’ professional identity, encouraging them to reflect on their future roles as socially responsible legal practitioners. Collectively, the study highlights that the law classroom functions as an important space for shaping not only students’ legal knowledge but also their social consciousness, ethical sensitivity, and professional orientation. Integrating justice-oriented dialogue into legal education can support the development of future lawyers who are more aware of the broader social implications of legal practice.
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