Difficult conversations: lessons learnt from a diversity programme for pre-service teachers
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Date
2012-09
Authors
Le Roux, Adré
Mdunge, Percy
Journal Title
Journal ISSN
Volume Title
Publisher
Faculty of Education, University of the Free State
Abstract
Premised 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.
Description
Keywords
Pre-service teachers, Diversity programme, Difficult conversations, Social justice education, Anti-oppressive education, Oppression, Teacher education
Citation
Le Roux, A., & Mdunge, P. (2012). Difficult conversations: lessons learnt from a diversity programme for pre-service teachers. Perspectives in Education, 30(3), 78-87.