ABSTRACT

Framed within the theory and practice of social justice in English language teacher education (ELTE), the aim of this study was to foster pre-service teachers’ awareness of social justice principles, issues and practices by taking part in a service learning experience during their higher education studies in a non-governmental organisation located on the outskirts of La Plata city in Argentina. In collaboration with their university tutors, three pre-service teachers taught workshops using intercultural literature in English during 2017–2018 for underserved children in the NGO. Data comprise four reflection logs written by each teacher candidate during 2017–2020, analysed using content analysis. Findings show the significance of providing an experientially grounded sense of social justice education. The study illustrates pre-service teachers’ journeys toward social justice grounded in field work beyond the level of rhetoric. It also tests current perspectives on social justice in a South American setting, as work done on this basis has focused almost exclusively on Africa. Implications for ELTE and education in general are discussed.

摘要

在英语教师教育 (ELTE) 的社会正义理论和实践框架内，本研究的目的是通过在职期间参与服务学习体验，培养职前教师对社会正义原则、问题和实践的认识。在位于阿根廷拉普拉塔市郊的一个非政府组织接受高等教育。2017 年至 2018 年期间，三名职前教师与他们的大学导师合作，为非政府组织中服务不足的儿童讲授使用英语跨文化文学的讲习班。数据包括每位教师候选人在 2017-2020 年期间撰写的四份反思日志，并使用内容分析进行了分析。调查结果显示了提供基于经验的社会正义教育的重要性。该研究说明了职前教师在超越修辞水平的实地工作中走向社会正义的旅程。它还测试了南美环境中当前对社会正义的看法，因为在此基础上所做的工作几乎完全集中在非洲。讨论了对 ELTE 和一般教育的影响。