Selecting Theoretical Frameworks for Examining Teacher Recruitment Policies through the Lens of Social Justice

In a context of persistent teacher shortages and challenges in the sustainable supply of qualified teachers, it is urgent to investigate how justice operates within recruitment pathways into teaching. My doctoral research investigates how teacher recruitment policies may perpetuate or mitigate systemic inequities in England, particularly affecting underrepresented groups, and aims to contribute to the development of more equitable teacher recruitment strategies. This chapter examines the selection of the appropriate theoretical frameworks to guide my study. To identify the most suitable theoretical lens, I reviewed relevant theoretical frameworks. A critical and comparative evaluation of theories revealed that Fraser’s three-dimensional theory of social justice (Fraser, 2009), encompassing redistribution, recognition, and representation, provides the most suitable foundation for achieving the aims of my research and to synthesize economic, cultural, and political dimensions of justice in a balanced way. The reflective and iterative process of selecting these theoretical frameworks included honing my research aims and informing my questions. Fraser’s model will structure my analysis of teacher recruitment policy and stakeholder perspectives, in addition, intersectionality framework will deepen understanding of experiences of aspiring teachers of how justice dimensions could intersect across diverse contexts.