紀要論文

紀要論文

text

大阪大学教育学年報. 2020, 25, p. 51-62

Teacher Education for Social Justice : Case studies of Japanese and Norwegian educators

日本語

text

2020-03-31

As a counter-reaction to the neoliberal trend in education, there has been an increasing emphasis on teacher education for social justice. To make schools inclusive for everyone, it is vital to encourage not only minority and/or marginalised pupils but also to develop respect for diversity and a disposition to social justice among powerful majority groups. Thus, teachers need to be capable of cultivating classrooms as inclusive and culturally sensitive learning communities. The role of teachers as agents of social justice can be considered an extension of professionalism that should be addressed in initial teacher education. Arguing for different approaches to educate justice-oriented teachers, this paper scrutinises how educators’ beliefs are reflected in their practices and what curricula and teaching approaches are employed to help student teachers prepare for culturally diverse classrooms. Drawing on Nancy Fraser’s conceptualisation of justice, this paper examines narratives of teacher educators and their curricula using a framework of three concepts of justice: redistribution, recognition, and representation. In order to make suggestions for effective teacher education for social justice in a society where cultural diversity has not been well recognised until recently, we examine experiences from teacher educators who prepare their students to teach English in Japan and Norway.

10.18910/73995

73995

Teacher Education for Social Justice : Case studies of Japanese and Norwegian educators

大阪大学大学院人間科学研究科教育学系

日本語

2020-03-31

大阪大学教育学年報

25

51

62

https://hdl.handle.net/11094/73995

10.18910/73995

https://doi.org/10.18910/73995