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dc.contributor.authorLe Roux, Adré
dc.contributor.authorMdunge, Percy
dc.date.accessioned2016-07-21T07:22:00Z
dc.date.available2016-07-21T07:22:00Z
dc.date.issued2012-09
dc.identifier.citationLe Roux, A., & Mdunge, P. (2012). Difficult conversations: lessons learnt from a diversity programme for pre-service teachers. Perspectives in Education, 30(3), 78-87.en_ZA
dc.identifier.issn0258-2236 (print)
dc.identifier.issn2519-593X (online)
dc.identifier.urihttp://hdl.handle.net/11660/3600
dc.description.abstractPremised on the notion that any educational programme for pre-service teachers pursues excellence in both academics and social justice, teacher educators must capacitate student teachers to work in areas of social justice. Pre-service teachers must subsequently be assisted to become professionally qualified teachers who are prepared to move outside their contingent practices and assumptions to recognise and counteract oppressive practices, especially their own. However, to get pre-service teachers to challenge their own assumptions, to question what they know and to seek new understandings involves entering a field that contains complex, incongruous and even conflicting perspectives. In this reflective article we draw on our reflective notes, our observation and student journals to reflect on the lessons we have learnt from a diversity programme offered to final-year pre-service teachers. This article not only foregrounds how teaching for social justice is partial, but also makes room for considering some implications for teacher education.en_ZA
dc.language.isoenen_ZA
dc.publisherFaculty of Education, University of the Free Stateen_ZA
dc.subjectPre-service teachersen_ZA
dc.subjectDiversity programmeen_ZA
dc.subjectDifficult conversationsen_ZA
dc.subjectSocial justice educationen_ZA
dc.subjectAnti-oppressive educationen_ZA
dc.subjectOppressionen_ZA
dc.subjectTeacher educationen_ZA
dc.titleDifficult conversations: lessons learnt from a diversity programme for pre-service teachersen_ZA
dc.typeArticleen_ZA
dc.description.versionPublisher's versionen_ZA
dc.rights.holderFaculty of Education, University of the Free Stateen_ZA


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