SIGs

Teacher Education: Critical Pedagogy and Praxis for Social Justice SIG

The purpose of coming together in the SIG is to create a forum to explore and share theoretically and practically the challenges, possibilities and failures around critical pedagogies for social justice in teacher education; the matter of praxis at the local and global levels. We will reflect deeply together through dialogical processes, and write and present critically on what emerges for ITEs when we open up this new and perhaps less conventional research space (Sykes and Gachago 2018).

Through a dialogical praxis (including e.g. deep talk), members will research and theorise methodologies that have transformative potential and enable critique of policy and practice that is restricting and unjust in ITE. The forum will animate and activate educators, particularly teacher educators, to either establish or revisit their ways of working, and offer resistance to encroaching demands for performativity that curtail critical praxis for social justice.

We propose a stimulus/catalyst event to launch the SIG and create dialogue and networks of interest around shared and diverse praxis. A critical social justice theorist/educator will speak to the theme of critical praxis and social justice in education/teacher education (Zembylas/Andreotti for example). A further two face-to- face meetings per year are envisaged to develop the network.

SIG Convenor: Maeve O’Brien

Contact details: Twitter @Criticalpedago1