Teachers’ diversity awareness and critical consciousness - sine qua non of social justice in schools-Reference-Cited by-同舟云学术

Teachers’ diversity awareness and critical consciousness - sine qua non of social justice in schools

Published:2023 Issue:1 Volume:55 Page:189-210
ISSN:0579-6431
Container-title:Zbornik Instituta za pedagoska istrazivanja
language:en
Short-container-title:ZIPI

Author:

Pikic-Jugovic Ivana¹^ORCID,Matic-Bojic Jelena¹^ORCID,Puzic Sasa¹^ORCID,Odak Iva¹^ORCID,Brajkovic Sanja²,Dahlström Helene³^ORCID,Galic Gordana⁴,de Matos⁵^ORCID,Gøtzsche Katinka⁶,Kozina Ana⁷^ORCID,Mlekuz Ana⁷^ORCID,Paleczek Lisa⁸^ORCID,Rozman Mojca⁹

Affiliation:

1. Institute for Social Research in Zagreb, Zagreb, Croatia

2. Network of Education Policy Centers (NEPC), Zagreb, Croatia

3. Mid Sweden University - Sundswall, Sweden

4. Ministry of Science and Education, Zagreb, Croatia

5. University of Lisbon - Lisbon, Portugal

6. Aarhus University - Aarhus, Denmark

7. Educational Research Institute, Ljubljana, Slovenia

8. University of Graz - Graz, Austria

9. Leibniz Institute for Research and Information in Education, Frankfurt am Main, Germany

Abstract

The present paper focuses on teacher?s role in social justice and explores how teachers perceive and react upon diversity and inequality in their classrooms. Through a literature review, we aimed to answer three research questions: 1) what are diversity awareness and critical consciousness in education; 2) why are diversity awareness and critical consciousness important; and 3) how can diversity awareness and critical consciousness be supported in teachers. The literature review has revealed that most papers on teachers? diversity awareness and critical consciousness have been published within the last few years and that the importance of the two concepts has been recognized for a wide range of educators. There seems to be a growing interest in this topic due to the increase of the diversity in classrooms and the recognition of the teachers? role in addressing diversity and inequality. However, large-scale studies would be a needed contribution to the field, as most of the existing studies are small-scale. Based on this review, we argue that both diversity awareness and critical consciousness need to be supported through preservice and in-service teacher professional development programs, if we are to make education systems more inclusive for all.

Publisher

National Library of Serbia

Subject

Education

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