Ramchand, Mythili
(2014)
Preparing teachers for
social justice -
an experience in Karnataka.
Learning Curve (23).
pp. 16-19.
Abstract
Teacher preparation can be a “ dynamic vehicle ” in
the cause of promoting social justice (Hansen,
2008). Social justice may be a philosophically
contested and normative concept (Goodlad, 2002).
But then to Rawls “justice is the first virtue of social
institutions” (Rawls, 1971; p.3). Also Novak (2000)
argues that social justice is a virtue ascribed to the
“reflective and deliberative acts ” of individuals
(quoted in Grant & Agosto, 2008; p.98).
In a stratified society based on vertical hierarchies
such as ours, teacher education offers a glimmer of
hope by means of engaging prospective teachers in
critically reflecting on issues of discrimination and
consciously attempting to adapt inclusive
pedagogies. Hitherto, schooling has been a factor in
perpetuating inequities with not only a wide variety
of schools, of differing qualities, catering to children
from different classes but also insensitive
pedagogies and ill thought out curricula.
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