واکاوی تفسیر نسل Z از عدالت اجتماعی (مطالعه موردی خمینی شهر اصفهان) (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
هدف این پژوهش، واکاوی تفسیر نسل Z از مفهوم عدالت اجتماعی است. این پژوهش با راهبرد کیفی و روش پدیدارشناسی در سال 1402 در خمینی شهر اصفهان انجام گرفت که در آن، 16 نفر از متولدین سال های 1377 الی 1387 ساکن خمینی شهر ازطریق روش نمونه گیری در دسترس و هدفمند و با حداکثر تنوع انتخاب شدند و با آنها مصاحبه عمیق انجام گرفت. فرایند نمونه گیری تا دستیابی به اشباع ادامه یافت. پس از آن، داده ها تجزیه وتحلیل شدند که 9 مقوله فرعی در قالب 3 مقوله اصلی از آنها استخراج شد. نتایج پژوهش بیانگر آن است که مشارکت کنندگان تجاربی از تبعیض اقتصادی، تبعیض در خانواده و همچنین تبعیض در تحصیل به همراه دارند که موجب بروز مفهومی از عدالت اجتماعی با عنوان «عدالت اجتماعی دوبخشی» در میان آنان شده است. نسل Z برای گسترش عدالت اجتماعی راهکارهای متنوعی را شامل تحول حکمرانی، تحول فرهنگی، دموکراتیزاسیون و کنشگری مدنی مطرح نمودند. به شکل کلی می توان بیان کرد که نسل Z با بهره گیری از تجربه های شخصی تبعیض آمیز و همچنین تعاریف موجود درباره عدالت اجتماعی، تفسیری جدید و التقاطی از مفهوم عدالت اجتماعی ارائه می کنند که ترکیبی از برابری و استحقاق است و به دنبال گسترش آن در جامعه ازطریق تحولات فرهنگی و سیاسی و همچنین کنش های فردی هستند.Scrutinizing Generation Z's Interpretation of Social Justice: A Case Study in Khomeinishahr, Iran
IntroductionSocial justice refers to the equitable distribution of societal resources among all individuals, emphasizing fairness and equality across social, economic, and political domains. This concept focuses on the mechanisms by which societies allocate resources, including material goods, as well as social benefits, rights, and protections (Chapin, 2017). Nadiry and Shakoori (2011) highlight that generational differences significantly influence perceptions of social justice, overshadowing factors, such as gender, class, and education. An Ipsos survey conducted across 29 countries reveals that young people are more likely than previous generations to view inequality as a pressing issue in their nations. They also perceive their gender as one of the most discriminated groups today. Moreover, the belief that personal success relies on merit and effort is more prevalent among older generations, whereas Generation Z exhibits the least faith in this notion. This generation places a heightened focus on discrimination against women compared to earlier cohorts (Taylor, 2024). The present study examined Generation Z's experiences with social justice, explored their interpretation of the concept, and investigated their proposed solutions for achieving social justice on a societal level. Materials & MethodsThis research employed a qualitative phenomenological approach and was conducted in Khomeinishahr, Isfahan, in 2023. The city was chosen due to the researcher's familiarity with the area, which was anticipated to facilitate data collection by minimizing participant resistance. The inclusion criterion was based on the Cambridge Dictionary's definition of Generation Z, encompassing individuals born between 1998 and 2008.To ensure a diverse sample, a purposive sampling strategy with maximum variation was implemented. Participants were selected from various socioeconomic backgrounds and neighborhoods throughout the city to capture a wide range of cultural and economic perspectives. Additionally, individuals from all birth years within the specified range and from different genders were included. Data collection continued until saturation was achieved with a total of 16 in-depth interviews conducted.Discussion of Results & ConclusionThe findings revealed that Generation Z faced a wide range of discriminatory experiences across various contexts. In the economic sphere, they encountered discriminatory practices that resulted in disparities related to livelihood, employment, and socioeconomic status. Within families, common experiences of discrimination included parental favoritism among siblings or grandchildren, as well as restrictions placed on daughters. However, the most significant instances of discrimination occurred within educational systems, spanning from primary to tertiary education. Participants particularly highlighted university entrance examinations and the national university entrance exam, viewing the quota system and special privileges granted to certain individuals in these contexts as discriminatory and unjust.Generation Z advocated for a dual approach to social justice, which encompassed both primary equality and secondary entitlement. This perspective formed the foundation of a "dual-aspect social justice" framework. They asserted that all individuals should possess equal intrinsic value, have access to a minimum standard of living, enjoy equality before the law, and be afforded equal opportunities for growth. Furthermore, they emphasized the importance of supporting those in greater need to create a more level-playing field. In addition, Generation Z believed that merit and effort were essential for achieving valuable positions and outcomes. They argued that individuals should receive equal pay for equal work, regardless of gender, provided they possess similar skills and exert equivalent effort. However, to encourage growth and competition, rewards should reflect varying levels of competence. They advocated for a minimum wage and a narrow wage gap, insisting that competencies should be the primary determinants of rewards and resources, free from special privileges, such as nepotism or quotas.In summary, Generation Z's understanding of social justice primarily aligned with the principles of need-based and equal distribution. However, when it came to achieving outcomes, their perspective shifted towards fairness and merit-based distribution. As a result, the existing paradigms and theories of social justice failed to fully encapsulate Generation Z's unique viewpoint. This research introduced the concept of "dual-aspect social justice" to better reflect their beliefs.Participants proposed a variety of strategies to promote social justice within society. These strategies included reforming governance through legal changes, adopting practices from countries that had effectively addressed social justice issues, removing certain officials, and implementing a merit-based system for appointing competent and just leaders. Additionally, some participants advocated for broader systemic changes within the political framework, suggesting that revolution and a change in the political regime might be necessary to achieve justice. This perspective was particularly pronounced among the male participants in this generation.Another essential change was democratization. It was necessary that rulers and those in power acknowledge the people's right to protest, ensure that laws were enacted by the people without coercion, and take the public's desires into account when making decisions. Individuals could also promote social justice through civil actions, such as civil disobedience, assisting the disadvantaged, and organizing demonstrations. In addition to these points, cultural transformation was crucial for fostering social justice. By prioritizing education and cultivating a culture rooted in justice and anti-discrimination, the society could work towards achieving social justice. Furthermore, individuals had to commit to personal change and uphold principles of justice in their daily lives.In conclusion, Generation Z informed by their experiences with discrimination and existing definitions of social justice presented a novel and eclectic interpretation that blended elements of equality and meritocracy. This generation had faced inequities in various aspects of their lives, experiencing discrimination within families, schools, and society. To address these injustices and realize their vision of "dual-aspect social justice", they advocated for reforms in governance and public culture, expansion of democracy, and active civic engagement.
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