Critical pedagogies of place : educators' personal and professional experiences of social (in)justice

Participating in the education system of a foreign country, or within a new political dispensation presents various challenges for teachers. Understanding the challenges that teachers face as a result of relocation to new geographical and political contexts urges analyzing the contexts, which influence teachers' personal and pedagogic identities. Drawing on Buell's (1995) insights on place and identity; and Fraser's (2008) conceptions of social justice, this paper explores how teachers from South Africa, India, Zimbabwe and the Democratic Republic of Congo reinvent their identities in order to enact their professional and personal lives within different geo-political and socio-cultural contexts