197
Views
0
CrossRef citations to date
0
Altmetric
Research Article

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

ORCID Icon
Pages 181-194 | Received 24 Feb 2021, Accepted 26 Mar 2022, Published online: 10 Apr 2022

References

  • Adams, M. (2016). Pedagogical foundations for social justice education. In M. Adams & L. A. Bell (Eds.), Teaching for diversity and social justice (pp. 27–55). Routledge.
  • Anderson, J. R. (1981). Cognitive skills and their acquisition. Erlbaum.
  • Banfi, C. (2017). English language teaching expansion in South America: Challenges and opportunities. In L. Kamhi-Stein, G. Diaz Maggioli, & L. C. de Oliveira (Eds.), English language teaching in South America: Policy, preparation and Practices (pp. 13—29). Multilingual Matters.
  • Bourdieu, P., & Passeron, J. C. (1977). Reproduction in Education, Society and Culture. Sage.
  • Boylan, M., & Woolsey, I. (2015). Teacher education for social justice: Mapping identity spaces. Teaching and Teacher Education, 46, 62–71. https://doi.org/10.1016/j.tate.2014.10.007
  • Braun, V., & Clarke, V. (2020). Thematic analysis: A practical guide. Sage.
  • Cabella, W., Nathan, M. Y., & Tenembaum, M. (2011). Atlas sociodemográfico y de la desigualdad del Uruguay. Fascículo 2: La población afro-uruguaya en el Censo de. Instituto Nacional de Estadística. 2011
  • Cho, J., & Trent, A. (2006). Validity in qualitative research revisited. Qualitative Research, 6(3), 319–340. https://doi.org/10.1177/1468794106065006
  • Cochran-Smith, M. (2000). Blind vision: Unlearning racism in teacher education. Harvard Educational Review, 70(2), 157–190. https://doi.org/10.17763/haer.70.2.e77x215054558564
  • Cochran-Smith, M. (2010). Toward a theory of teacher education for social justice. In A. Hargreaves, A. Lieberman, M. Fullan, & D. Hopkins (Eds.), Second International Handbook of Educational Change. Springer International Handbooks of Education, vol 23. pp. 445-467. Springer.
  • Diaz Maggioli, G. (2017). Ideologies and discourses in the standards for language teachers in South America: A corpus-based analysis. In L. Kamhi-Stein, G. Diaz Maggioli, & L. C. de Oliveira (Eds.), English language teaching in South America: Policy, preparation and practices (pp. 31—53). Multilingual Matters.
  • Diniz-Pereira, J. (2017). Modelos críticos de formación docente: La experiencia del MST (I. Silva-Peña, J. Diniz-Pereira, & K. Zeichner, Eds.). Justicia social: La dimension olvidada de la formación docente. (pp. 121—136). Mutante Editores.
  • Dirección de Formación y Perfeccionamiento Docente (DFPD). (2007a). Principios guía del Sistema Único de Formación Docente para Uruguay.
  • Dirección de Formación y Perfeccionamiento Docente (DFPD). (2007b) . Plan 2008 Unificado para la Formación Docente.
  • Durrheim, K., & Dixon, J. (2018). Intergroup contact and the struggle for social practice. In P. L. Hammack (Ed.), The oxford handbook of social psychology and Social Justice (367–377). Oxford University Press.
  • Edge, J., & Richards, K. (1998). May I see your warrant, please? Justifying outcomes in qualitative research. Applied Linguistics, 19(3), 334–356. https://doi.org/10.1093/applin/19.3.334
  • Freire, P. (2002/1970). Pedagogy of the Oppressed. Continuum.
  • Giroux, H. (1992). Border crossings: Cultural workers and the politics of education (2nd ed.). Routledge.
  • Grant, C. A., & Agosto, V. (2008). Teacher capacity and social justice in teacher education. In M. Cochran-Smith, S. Feiman-Nemser, D. J. McIntyre, & K. E. Demers (Eds.), Handbook of research on teacher education: Enduring questions in changing contexts (pp. 175–200, 3rd ed.). the Association of Teacher Educators.
  • Guba, E. G., & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research. Sage. (105—117)
  • Hastings, C., & Jacob, L. (Eds.). (2016). Social justice in English language teaching. TESOL Press.
  • Hemphill, B. (2015). Social justice as a moral imperative. The Open Journal of Occupational Therapy, 3(2), 1–7. https://doi.org/10.15453/2168-6408.1150
  • Hess, F. (2005). The predictable, but unpredictably personal, politics of teacher licensure. Journal of Teacher Education, 56(3), 192–198. https://doi.org/10.1177/0022487105275914
  • Instituto Nacional de Evaluación Educativa (INEE). (2019). Informe sobre el estado de la educación en Uruguay 2017-2018. Author.
  • King, J. (2006). If our objective is justice: Diaspora literacy, heritage knowledge, and the praxis of critical studyin’ for human freedom. In A. Ball (Ed.), With more deliberate speed: Achieving equity and excellence in education–realizing the full potential of Brown v. Board of education, 105th yearbook of the national society for the study of education (pp. 337-357). University of Chicago Press.
  • Krichesky, G. J., Martínez-Garrido, C., Martínez Peiret, A. M., García Barrera, A., Castro Zapata, A., & González Bustamante, A. (2011). Hacia un Programa de Formación Docente para la Justicia Social. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 9(4), 63–77. https://www.redalyc.org/articulo.oa?id=55122156005
  • Mills, C. (2008). Reproduction and transformation of inequalities in schooling: The transformative potential of the theoretical constructs of Bourdieu. British Journal of Sociology of Education, 29(1), 79–89. https://doi.org/10.1080/01425690701737481
  • Milner, H. R. (2017). Confronting inequality/reimagining the null curriculum. Educational Leadership, 75(3), 88–89. https://www.ascd.org/el/articles/reimagining-the-null-curriculum
  • Rivera-McCutchen, R. L. (2014). The moral imperative of social justice leadership: A critical component of effective practice. Urban Review: Issues and Ideas in Public Education, 46(4), 747–763. https://doi.org/10.1007/s11256-014-0297-2
  • Rizvi, F. J., & Engel, L. C. (2009). Neo-liberal globalization, educational policy, and the struggle for social justice. In W. Ayers, T. M. Quinn, & D. Stovall (Eds.), Handbook of social justice in education (pp. 529–541). Routledge.
  • Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22. https://doi.org/10.17763/haer.57.1.j463w79r56455411
  • Tedesco, J. C. (2012). Educación y justicia social en América Latina. Fondo de Cultura Económica.
  • Vaillant, D. (2019). Formación docente desde y para la justiciar social en América Latina. In P. Rivera-Vargas, J. Muñoz-Saavedra, R. Morales-Olivares, & S. Butendieck-Hijerra S (Eds.), Políticas públicas para la equidad social. Volume II (pp. 83–91). Universidad de Santiago de Chile y Universidad de Barcelona.
  • Williams, R. (1986). Keywords (2nd ed.). Fontana.
  • Zeichner, K. (2009). Teacher education and the struggle for social justice. Routledge.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.