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<p>This research explored the development of a social justice orientation and identity in a sample of high school students in Hong Kong. A sample of 12 students, four teachers, the Principal, and the School Counselor were interviewed in depth about the roles of community service, service learning, and social justice in their identities and school activities. Grounded theory was used to analyze the interview data and six main themes and several subcategories emerged: Six themes emerged from thedoi:10.5539/jedp.v6n2p155 fatcat:6ob56f3ajjcotlycp7m64fpbvi