Abstract:
Social justice as a higher education project in South Africa has been a subject of intense debate mainly at institutional level, with considerable time and energy devoted to how such projects should take shape. There is, however, a need for a more profound understanding of how such an agenda plays itself out at classroom level. By engaging a self-study methodology, I argue for how the critical spaces that comprise a teacher education pedagogy curriculum can be effectively harnessed to foreground issues of social justice. I proceed to theorise an integrated social justice model for a pedagogy curriculum by demonstrating how the social justice teacher education pedagogue, a social justice pedagogy and a social justice troubling of disciplinary knowledge is likely to shape the social justice dispositions of the imagined student teacher.
