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Te n s i o n s a n d p o s s i b i l i t i e s f r o m a c r i t i c a l d i s c o u r s e
a n a l y s i s
The perspective of social justice inpre-service teacher education
Fernando Murillo
State University of New York
March 2013
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Initial Ideas
Importance of discourse: social practice that conveys modes ofconsciousness and the configuration of realities.
What is at stake in curriculum is the modeling of structures ofthought that predispose professionals to act in a determinedmanner.
Social justice not as a content, but a perspective.
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Context
Public policies centered on quality of education.
Focus on teacher education as a central component.
Inequalities as a fundamental obstacle for improvement.
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Social Justice
A polysemic and controversial concept that needs to bereconceptualized.
Some critiques:
is an ambiguous and vague slogan with multiple instantiationsand inadequate theoretical grounding (Cochran Smith 2008:626)
it is allowed to float around freely in the air, as if anyone couldrecognize it the moment it appears (Novak 2011:11)
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Conceptualizations around Social Justice:
the distributive paradigm
o Social justice is solved in the equal distribution of goods,services and benefits.
o It requires equal possibilities of participation.
o SJ provides a parameter with which to value distributiveaspects (Rawls 1971:3).
o Access and merit.
o BUT.
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2 problems with the reduction of SJ to the distribution of
goods or positions:
it hides the institutional and social contexts that
determine that distribution.
distribution represents goods as if they were staticobjects instead of relationships and social processes
(Marion Young 2000: 33).
A post critical perspective recognizes that:
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Distributive Paradigm: solving the question of who and howmuch requires a moral consensus around principles fordistribution.
Mouffe (1999): such consensus is neither possible nordesirable;
It denies central aspects of its political nature: pluralism anddivergence;
Serves the interests of a post liberal agenda: totalitarizes thesocial realm with the right to consume.
A post critical perspective recognizes that:
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Recognition Paradigm
Not all injustice and inequality has to do with socio-economic factors, but with social and cultural structuresthat generate relations of exclusion, oppression andinequality.
A transit from categories such as "exploitation to otherswith a more vindictive character that recognize differenceand diversity.
Focus on actors, their identity configurations andpossibilities of transformation.
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Towards a perspective of Social Justice
Affirmation Transformation
Redistribution Liberal welfare state
Surface reallocations of
existing goods to existing
groups; supports group
differentiation; can
generate misrecognition
Socialism
Deep restructuring of
relations of production;
blurs group differentiation;
can help remedy some
forms of misrecognition.
Recognition Mainstream
multiculturalism
Surface reallocations of
respect to existing identitiesof existing groups; supports
group differentiations.
Deconstruction
Deep restructuring of
relations of recognition;
destabilizes groupdifferentiation
Fraser 1997:47
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[ ] [ ]Distribution ofgoods
Practical Rationality
Redistributive
View
Distribution ofopportunities,
power, dignity,honor.
Critical / post critical Rationality
Recognition
View
Domination,oppression Difference,alterity,
Poliphony,epistemic
decoloniality.(Mignolo 2009)
The Social Justice continuum
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Left pole:
- Inequalities are explained by problems of distribution.
- Access and mobility are assured by proper training and
learning of the contents that are lacked of, but depends
on effort and merit.
The Social Justice continuum
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Right pole:
- Inequality and injustice appear in different dimension of
the human experience (not just economic).
- Requires a problematizing view, one that is critical andtransformative of relations and structures.
- It involves actors, processes of reflection and collectiveaction.
The Social Justice continuum
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In conclusion (or opening!)
SJ is not an stable concept, but a positioning along a
continuum of epistemic/political beliefs.
Adopting a pro social justice stance in education involvesbeing explicit about the assumptions and the
commitments we adhere to.
A socially just education requires situating oneself in a
position that combines different forms of justice.