Beginning teachers' narratives, coping with social justice. Issue 3 (26th May 2020)

• Record Type: Journal Article
• Authors: Dvir, Nurit; Schatz-Oppenheimer, Orna
• Is Part Of: European journal of teacher education. Volume 43:Issue 3(2020)
• Page Start: 318
• Page End: 332
• Publication Date: 2020-05-26
• Subjects: Migration -- teacher induction -- narrative inquiry -- social justice -- critical reflection and actions; Teachers -- Training of -- Europe -- Periodicals; 370.71094
• DOI: 10.1080/02619768.2019.1691991
• Languages: English
• ISSNs: 0261-9768

Abstract

ABSTRACT: As global migration increases, teachers increasingly need to cope with the difficulties of immigrant students. Using the narratives of beginning teachers, we focus on two main questions: What process do beginning teachers undergo in coping with injustices committed against their students? And how do they act in cases of social injustice that arise in their work? The narrative inquiry on which this article is based helps to gain a better understanding of beginning teachers' social justice experiences and perceptions. Findings point to a process of critical reflection on exclusion and inclusion which prompts action for social justice on two levels: individual and school system. The article sheds light on the contribution of beginning teachers' narratives to understanding the notion of social justice, and its significant implications for teacher education.