Identifying Efficacy and Difficulties in Inclusion and Non-Inclusion of Social Justice Educational Advocacy on Students' Learning at Rural Schools

This study examines the efficacy and difficulties when social justice education advocacy is included or exclude within students' learning at rural schools in Imo State of Nigeria by social workers' engagement reports through an empirical on-location pilot study. Researchers have shown that employing data in discussing students' experiences empower social justice advocates to discover the actual foundations failures that accompanied students' homework disappointments, evaluating data drives inspiration of significant dialogues needed to terminate "myths" about students from different social economic statues backgrounds, races/ethnic groups, it also motivates support they required and the interventions desirable to improve their attitudes towards social justice (Siteine, 2017). Thus, enhancing students' prospect to perform better and take cognisant of levels of injustices within the society. Relationship between social justice education advocacy application and its impact on students' learning was explored through the use of a quantitative data from an on-site research questionnaire to solicit views from social work practitioners. The study employed the Inpar/Binomial Tests for Analysis of Variance (ANOVA) to test for difference between means on efficacy and difficulties pertaining to students' learning of social justice educational advocacy. Findings revealed interactional outcomes about fair treatment and collective sharing of ideas, issues on differential treatment and organisational cultures were gleaned ascribing inclusivity; whereas, problems of poor socialisation, inequality and psycho-social indicators were linked to social justice advocacy problems. Recommendations indicate the implication to practice, education by identifying and integrating social justice education and management for service providers and policy-makers to ensure that advocacy as a key ingredient towards eradicating discrimination, inequality and prejudice; and systemic change at rural high schools.