Beginning with a characterization of Chile’s school system, which presents high levels of social segregation and inequity, the importance of preparing teachers from a social justice perspective is introduced. Sleeter, Montecinos y Jimenez (2016) have developed an approach which entails four issues to be addressed in a teacher preparation curriculum that has a social justice orientation: (a) situate families and communities within an analysis of structural inequalities; (b) develop relationships of reciprocity with students, families and communities; (c) teach with high expectations, capitalizing on students’ culture, languages and identities; and (d) develop and teach a curriculum that integrates marginalized perspectives and directly addresses issues of equity and power. This approach is exemplified through the actions, cognitions and disposition of a student teacher who teaches from a social justice perspective.
|Translated title of the contribution||Initial Teacher Education from a Social Justice Perspective: A Theoretical Approach|
|Number of pages||16|
|Journal||Revista Internacional de Educacion para la Justicia Social|
|State||Published - 2016|