This study analysed, from a social justice perspective, how students from two Chilean public schools evaluate, legitimise and delegitimise processes and social actors associated with classroom well‐being. Using a participatory qualitative design, fifty‐nine (59) seventh grade students were asked to take and then select photographs about their school experience, and later participated in semi‐structured interviews and a group workshop. Findings regarding the classroom context showed that children legitimised active learning methodologies, teachers to whom they feel close, and the use of technology for learning. They delegitimised punishment and teachers who ignored minority students or those with learning difficulties.

中文翻译：

---

课堂健康的评估和合法化：基于智利学生声音的研究

这项研究从社会正义的角度分析了来自智利两所公立学校的学生如何评估，合法化和合法化与课堂幸福相关的过程和社会行为者。使用参与式定性设计，要求五十九（59）个七年级学生拍摄并选择关于他们的学校经历的照片，然后参加半结构化访谈和小组研讨会。有关课堂环境的调查结果表明，儿童使主动学习方法，他们感到与之亲近的老师以及使用技术进行学习合法化。他们将惩罚合法化，并忽略了少数民族学生或学习困难者的老师。