Latin American Social Justice Teacher Education: Theoretical perspectives and practical findings from regional experiences

• In Event: AERA Roundtable Session Friday 3:45 pm - Gold 1
  In Roundtable Session: La Frontera: Examining Issues of Educational Justice from North to South America

Abstract

Increasing discriminatory movements worldwide pushes teacher education (TE) to rethink how to prepare teachers to confront flaunt actions deepening marginalization within education. This systematic review analyzed Latin American SJTE research to identify research foci, theoretical perspectives, and regional findings that can serve to counteract this reality, following a meta-analysis of 52 indexed works (PRISMA/ENTREQ) published up to 2022. The studies intersect regional critical theories that emphasize situated and community-based pedagogies together with U.S.-based SJTE frameworks. The studies focus on understanding preservice teachers’ conceptions, curricular proposals and teacher educators’ challenges, while urging SJTE to position care at the forefront. Further analysis of whole TE programs is needed to understand how to develop cohesive SJTE pedagogical models that address today’s challenges transversally.

Authors

• Catalina Cuenca, Universidad Alberto Hurtado

• Mariateresa Rojas, Alberto Hurtado University