Preparing teachers for social justice - an experience in Karnataka

Teacher preparation can be a “ dynamic vehicle ” in the cause of promoting social justice (Hansen, 2008). Social justice may be a philosophically contested and normative concept (Goodlad, 2002). But then to Rawls “justice is the first virtue of social institutions” (Rawls, 1971; p.3). Also Novak (2000) argues that social justice is a virtue ascribed to the “reflective and deliberative acts ” of individuals (quoted in Grant & Agosto, 2008; p.98). In a stratified society based on vertical hierarchies such as ours, teacher education offers a glimmer of hope by means of engaging prospective teachers in critically reflecting on issues of discrimination and consciously attempting to adapt inclusive pedagogies. Hitherto, schooling has been a factor in perpetuating inequities with not only a wide variety of schools, of differing qualities, catering to children from different classes but also insensitive pedagogies and ill thought out curricula