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RELATIONSHIP BETWEEN - Limited economic resources is also a barrier to advance social justice in teacher education programmes. For
instance, teacher education programmes might not have access to the most recent research in social justice,
TEACHER EDUCATION AND SOCIAL JUSTICE teachers training and professional development programmes.

Education is important for both individual and community growth. Access to education alone, however, is - A faulty curriculum which instead of fostering the ideals and principles of social justice and teacher education
insufficient. To ensure that every person has the chance to realize their full potential, education that is equal, programmes places a greater emphasis on the development of technical knowledge and abilities, becomes
inclusive, and that promotes social justice is essential. Education is viewed as a means of promoting social another impediment to achieving social justice in teacher education programmes. Because of this, students
mobility and personal development. become more inclined to adopt technology in Teacher Education rather than being concerned about the cause
due to which the whole exercise is reduced to a mere mock drill.
The concept that education is a fundamental human right and that it should be accessible and inclusive of all people,
regardless of their origin or circumstances, is what gives social justice in education its significance. The - Achieving social justice in teacher education programmes is severely hampered by poor assessment techniques,
formation of teachers' views, attitudes, and practices is greatly influenced by teacher education programmes. To and neglect of fairness and inclusivity. If assessment processes in teacher education programmes do not take into
promote social justice ideals and principles, it is crucial to make sure that teacher education programmes are consideration students' varied backgrounds and experiences, inequality and discrimination may persist. For
created and executed in this manner. instance, typical methods of evaluation may not be appropriate for the children who do not speak the language of
instruction well, have undergone trauma, or have other learning challenges.
Education can cater to social justice only by means of quality teachers and a sensitized society that appreciates its
cultural variety. Instructors must possess the information, abilities and dispositions necessary to interact with - Finally, establishing social justice in teacher education programmes may also be difficult due to the prevalence of
pupils from a variety of backgrounds. As a result, culturally sensitive practices and concerns about biases, Western-centric pedagogies and curricula. Several programmes for training teachers are based on Western
prejudices and discriminations need to be addressed in teacher education programmes. educational models which might not be appropriate for students from different cultural backgrounds. As a result,
cultural norms and values of students and communities may not be understood or respected, which may further
Conceptualization of social justice in education: propagate inequity and marginalization.
The idea that all students, regardless of their social or economic circumstances, should have equal access to
educational opportunities and resources is known as social justice in education. To ensure that every student has The goal of social justice in teacher preparation programmes is a challenging one with many facets. The ability of
a fair chance to succeed, tackling the systemic inequities that exist in society and educational systems becomes teacher education programmes to advance social justice can be constrained by obstacles such as lack of diversity
imperative. among teacher educators and students, scarce financing and resources, a lack of emphasis on social justice in the
curriculum, and unequal assessment procedures. Policymakers, educators, and other stakeholders must work
• One of the essential components of social justice in education is equity. together to advance fairness, inclusion, and diversity in teacher education programmes in order to address these
• Another critical component of social justice in education is inclusivity. issues.
• A third component of social justice in education is accessibility.
We can make sure that future educators are better able to advance social justice in education and have a good
To ensure that an equal opportunity to achieve social justice in education is realized, tackling the systemic disparities influence on their students and communities by tackling these issues.
that exist within educational systems and society is required. It involves tackling issues of injustice and Dr. Sangeeta Gupta
inequality as well as equity, inclusivity, and accessibility. Critical pedagogy, culturally sensitive instruction, and H.O.D.
constructive activism are a few proven methods for achieving social justice in education.
In order to foster more equitable and inclusive educational institutions and address, systemic challenges of References:
inequality, there must be deliberate and ongoing efforts.
• "Social Justice". Oxford languages. Retrieved 26 August, 2021.
The relationship between teacher education and social justice:
Social justice and teacher education have a complicated and varied relationship. It is crucial to make sure that • Clark, Mary T. (2015). "Augustine on Justice," a Chapter in Augustine and Social Justice. Lexington Books. pp.
3–10. ISBN978-1-4985-0918-3.
teacher education programmes are created and carried out in a way that supports the ideals and principles of
social justice since they have a substantial influence on how teachers develop their views, attitudes, and • Banai, Ayelet; Ronzoni, Miriam; Schemmel, Christian (2011). Social Justice, Global Dynamics : Theoretical
behaviors. and Empirical Perspectives. Florence: Taylor and Francis. ISBN978-0-203-81929-6.
• Kitching, G.N. (2001). Seeking Social Justice Through Globalization Escaping a Nationalist Perspective.
Programs for teacher education are significantly impacted by the larger societal and political circumstances that University Park, Pa: Pennsylvania State University Press. pp. 3–10. ISBN978-0-271-02377-9.
molds individual perceptions. To address these difficulties, teacher educators, lawmakers, and community • Global Education in the U.S. (n.d.). Retrieved April 24, 2016, from http://www.nea.org/home/37297.htm
stakeholders must work together continuously.
• Singh, M. (2015). Global Perspectives on Recognising Non-formal and Informal Learning: Why Recognition
Matters. Springer-UNESCO. doi:10.1007/978-3-319-15278-3. Archived from the original on 30 July,
Also teacher educators must continually evaluate and examine themselves if social justice is to be achieved in
teacher education. To address the issues of biases and discriminations in their own practice, they must be aware 2022.
of how their attitudes and beliefs can affect the educational experiences of their students. • "United Nations Observances". United Nations. Retrieved 9 February, 2023.
• "International Years". United Nations. Retrieved 9 February, 2023.
Challenges and Barriers to Achieving Social Justice in Teacher Education Programs Globally:
- Establishing social justice in teacher education programs is significantly hampered by the lack of diversity among
teacher educators and students. The range of experiences and viewpoints that can be brought into the classroom
must be varied; otherwise lack of diversity may result in a limited perspective on social justice concerns.

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