Striving to cope: The quest for social justice in initial teacher education in Uruguay

ABSTRACT

This research project sought to comprehend how a group of graduates from an Initial Foreign Language Teacher Education (IFLTE) programme in a national teacher education college in Uruguay constructed a personal stance towards social justice as a result of having completed a curriculum intending to promote such a stance. Data were collected through document analysis, a survey, and semi-structured interviews. Results disclosed an inherent difficulty in graduates’ efforts to construct such a stance. Findings also seem to indicate the need for a reconsideration of the curriculum experience, particularly. This implies not only reconfiguring the curriculum, but also repositioning social justice at the theoretical and practical levels.

KEYWORDS:

• Social justice
• national curriculum
• foreign language teacher education

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Gabriel Diaz Maggioli

Gabriel Diaz Maggioli is a teacher who applies the lessons learned in the classroom to his roles as Teacher Educator, Author and Researchers. He is Academic Advisor to the Institute of Education at Universidad ORT Uruguya.