<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2218-3620</journal-id>
<journal-title><![CDATA[Revista Universidad y Sociedad]]></journal-title>
<abbrev-journal-title><![CDATA[Universidad y Sociedad]]></abbrev-journal-title>
<issn>2218-3620</issn>
<publisher>
<publisher-name><![CDATA[Editorial "Universo Sur"]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2218-36202025000400007</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Equity-Centric Approaches: Leveraging Social Justice Theory in Managing Learner Discipline Within Educational Policy Frameworks]]></article-title>
<article-title xml:lang="es"><![CDATA[Enfoques Centrados en la Equidad: Aprovechamiento de la Teoría De La Justicia Social en la Gestión de la Disciplina Del Alumnado En Los Marcos de las Políticas Educativas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lumadi Rudzani]]></surname>
<given-names><![CDATA[Israel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,University of South Africa  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>South Africa</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2025</year>
</pub-date>
<volume>17</volume>
<numero>4</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S2218-36202025000400007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S2218-36202025000400007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S2218-36202025000400007&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The study seeks to understand how equity-centric approaches can mitigate persistent inequalities in discipline management, particularly in diverse and underserved educational settings. The study aims to examine the challenges and shortcomings of traditional disciplinary practices, which often reinforce social inequalities. It focuses on analysing the implementation of equity-focused disciplinary measures in South African secondary schools. The central argument is that conventional disciplinary methods fall short of meeting the needs of all learners, especially those from marginalised communities. A transition to equity-centric approaches, rooted in social justice theory, is proposed to achieve fairer and more effective outcomes. The study was framed using social justice theory, which emphasises fairness and equality, particularly in the distribution of opportunities and privileges within society. This theory was selected to critically assess current disciplinary frameworks and to propose more inclusive and equitable alternatives. A qualitative research approach was employed, incorporating document analysis. Data were gathered from school policies and disciplinary records to understand the disciplinary practices. The study revealed that traditional disciplinary practices often reinforce existing inequalities and disproportionately affect marginalised learners.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El estudio trata de comprender cómo los enfoques centrados en la equidad pueden mitigar las desigualdades persistentes en la gestión de la disciplina, especialmente en entornos educativos diversos y desatendidos. El estudio pretende examinar los retos y las deficiencias de las prácticas disciplinarias tradicionales, que a menudo refuerzan las desigualdades sociales. Se centra en el análisis de la aplicación de medidas disciplinarias centradas en la equidad en las escuelas secundarias sudafricanas. El argumento central es que los métodos disciplinarios convencionales no llegan a satisfacer las necesidades de todos los alumnos, especialmente los de las comunidades marginadas. Se propone una transición hacia enfoques centrados en la equidad, enraizados en la teoría de la justicia social, para lograr resultados más justos y eficaces. El estudio se enmarcó en la teoría de la justicia social, que hace hincapié en la equidad y la igualdad, especialmente en la distribución de oportunidades y privilegios dentro de la sociedad. Se eligió esta teoría para evaluar críticamente los marcos disciplinarios actuales y proponer alternativas más inclusivas y equitativas. Se empleó un enfoque de investigación cualitativa que incorporaba el análisis de documentos. Se recopilaron datos de las políticas escolares y los expedientes disciplinarios para comprender las prácticas disciplinarias. El estudio reveló que las prácticas disciplinarias tradicionales a menudo refuerzan las desigualdades existentes y afectan de manera desproporcionada a los alumnos marginados.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Educational policy]]></kwd>
<kwd lng="en"><![CDATA[Equity-centric approaches]]></kwd>
<kwd lng="en"><![CDATA[Inclusion]]></kwd>
<kwd lng="en"><![CDATA[Learner discipline]]></kwd>
<kwd lng="en"><![CDATA[Social justice theory]]></kwd>
<kwd lng="es"><![CDATA[Política educativa]]></kwd>
<kwd lng="es"><![CDATA[Enfoques centrados en la equidad]]></kwd>
<kwd lng="es"><![CDATA[Inclusión]]></kwd>
<kwd lng="es"><![CDATA[Disciplina del alumno]]></kwd>
<kwd lng="es"><![CDATA[Teoría de la justicia social]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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