Pedagogy for Social Justice: The Critical Theory in Teacher Education

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Omsin Jatuporn


I construct my own positionality as a teacher educator who studies the curriculum theory by focusing on understanding curriculum through critical theory paradigm. By conceptualizing curriculum as a cultural politics and a dynamic space for knowledge production in relation to socio-cultural, economic, political and historical contexts, the essence of this article aims at broadening the general perceptions toward curriculum in a way that it should be perceived not only as official documents or pre-designed educational plans but also the dialectical process between teachers, students, contents, and specific contexts as well as viewing it in terms of cultural transmission and hidden ideologies in educational processes. In light of this, the knowledge space of education for social justice is grounded upon the critical theory that focuses on the shared discursive practices of curriculum theory and multicultural education. Education for social justice is developed based on the experiences of the oppressed, the others and the subalterns as well as issues regarding race, class, gender, ethnicity, language, beliefs, and cultural groups. It also focuses on studying the emotional and spiritual dimensions for raising critical consciousness through critical pedagogy, collaborative research methodology, and autobiographical narrative approach. The goals of this approach are to emancipate the individual self to attain human’s spirituality and to transform an unjust to a justice and equity society.


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Jatuporn, O. (2019). Pedagogy for Social Justice: The Critical Theory in Teacher Education. Asia Social Issues, 12(1), 1–36. Retrieved from
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