Revista Internacional de Educación para la Justicia Social publica dos números al año. Los objetivos de la revista son: colaborar en la difusión de la investigación educativa sobre Educación para la Justicia Social; favorecer la utilización de los resultados de la investigación para una mejora de los sistemas educativos, las escuelas y las aulas enfocada a la Justicia Social; fomentar la realización de investigaciones educativas de calidad sobre Educación para la Justicia Social; colaborar en el debate sobre problemas de investigación educativa actual y la justicia social en educación.

Revista Internacional de Educación para la Justicia Social publica dos números al año. Los objetivos de la revista son: colaborar en la difusión de la investigación educativa sobre Educación para la Justicia Social; favorecer la utilización de los resultados de la investigación para una mejora de los sistemas educativos, las escuelas y las aulas enfocada a la Justicia Social; fomentar la realización de investigaciones educativas de calidad sobre Educación para la Justicia Social; colaborar en el debate sobre problemas de investigación educativa actual y la justicia social en educación.

Students belonging to a sexual and gender minority go through experiences of injustice in their educational centers and are victims of school bullying. This research analyzes the relationship between these experiences and their influence on the development of the Belief in a Just World, as well as the impact of their experiences on the development of their narratives. Participants are students who have suffered from bullying due to sexual and gender diversity issues during their primary and secondary education stages (ages 15–40 years). Starting from a constructivist qualitative methodological approach, a semi-structured interview was developed as an instrument for collecting data on these aspects. The information extracted was contrasted with the results of the Personal and General Belief in a Just Word Scales. The results of the first interviews provide us with prior information on current identities and narratives and their representations of justice.

Since the 1990s education for democratic citizenship has been at the heart of European policy, with current policy that aims to enable individuals to act as responsible citizens and to fully participate in civic and social life. Alongside legal status and civic participation, feelings are an important dimension of citizenship and citizenship education, because they influence how individuals engage with their communities, societies, and the world around them. Citizenship education policy and curricula recognise diverse society and emphasise social inclusion. Yet, many individuals from marginalised communities feel that their citizenship is either undervalued, or not welcome by mainstream society. Historically disadvantaged groups in society commonly perceive that democratic acts of resistance are regarded with suspicion or interpreted as a threat. This paper reflects on the experience of community educators working with two marginalised communities: namely, the British-Bangladeshi community in east-London, and the community living in Cañada Real, Madrid, a spontaneous settlement that has a quasi-legal status. We build on these examples, and our analysis, to articulate a pedagogical approach to citizenship that complements the current policy framework by incorporating narratives of resistance. Our analysis and recommendations highlight the important role of community educators in the recognition and representation of citizenship in marginalised communities.