Analysis of the phenomenon of inequality in the imagination of primary and secondary school students through pictures

This study aims to understand how primary and secondary school students perceive social inequalities and how they express these perceptions through their drawings. The study employs the phenomenological model, a qualitative research methodology. Data were collected from a total of 431 primary and 790 secondary school students in Düzce during the 2024-2025 academic year and analyzed using thematic analysis. As part of the study, students were asked to create drawings reflecting their experiences of social inequalities, which were subsequently examined through content analysis. The findings reveal that children represent social class differences, educational inequalities, social exclusion, and ethnic discrimination through strong metaphors and symbols. The results indicate that economic disparities are frequently depicted through tangible objects such as houses, clothing styles, and access to technological resources. Discrimination based on disability and physical appearance reflects the influence of societal norms on individuals, while gender-based inequalities are prominently observed in children's drawings. Additionally, social exclusion and ethnic discrimination were found to impact children's social relationships, as illustrated in their drawings. Educational inequality also emerged as a significant theme in children's perceptions, with some students highlighting disparities in access to academic and professional opportunities. Overall, the study demonstrates that children's perceptions of inequality begin to form at an early age and that they express these perceptions through visual symbols.