Congratulations to Fernando Murillo, a PhD student in EDCP, on his recent publication:
The Perspective of Social Justice in Teacher Education: Tensions and Possibilities from a Critical Discourse Analysis
To talk about social justice is to talk about a concept that is not only polysemic, but also profoundly complex, particularly when pronounced in the field of education. In the context of increasinglyglobal neoliberal policies, the field of teacher education cannot but ask in what ways it is preparing future teachers to engage in a formative practice that is relevant and transformative, considering the growing conditions of inequality. This book offers a problematizing view on the concept of social justice in field of curriculum of teacher education, and it illustrates a step-by-step method for research with Critical Discourse Analysis. One of the findings suggests that social justice, rather than being a binary concept as it appears in most of the traditional literature (represented in the paradigms of redistribution and recognition), it actually functions as a continuum along which different positionings are possible, representing different emphases. The book also brings attention to the fact that not everything that is declared as an educational outcome gets necessarily translated into actual pedagogical practice. As such, this publication will be of special interest for academics, researchers, and policy makers in the contexts of higher education and teacher education.
Publisher: Editorial Académica Española
Well done, Fernando!
Department Head & Professor of Science Education