Social Justice in Higher Education

This research explores the deep-rooted social injustices within higher education, focusing on marginalized groups such as backward classes and marginalized classes. Conducted as part of a social justice course, the study aimed to highlight the inequities these communities face in educational institutions. Through interviews with students and teachers, we sought to understand how systemic discrimination, lack of resources, and social hierarchies affect their access to education. Our goal was to uncover the ongoing struggles for equality and justice that the historically and socially marginalized community face in these academic environments. The findings revealed significant gaps between policies like reservations and their real-world impact. Students from marginalized communities reported experiencing stigmatization and a lack of institutional support, which hindered their academic progress. Educators also faced challenges in effectively teaching social justice concepts, with many citing a lack of student maturity and understanding. The curriculum, though evolving, was noted to inadequately address the specific needs of marginalized underprivileged groups, and the influence of media, both positive and negative, was identified as shaping social justice awareness. This study highlights the urgent need for educational reforms, particularly in the integration of social justice and human rights into the curriculum, especially for teacher training. It emphasizes that while policies like reservations are crucial, they must be accompanied by a broader, more empathetic approach to dismantle systemic barriers. The research calls for an inclusive educational environment where educators are empowered to address these issues and foster equity and awareness in their students. Themes identified include: Discrepancy Between Policy and Practice, Stigma Surrounding Reservations, Need for Enhanced Faculty Training, Social Exclusion and Discrimination, Collaborative Solutions for Improvement.