Developing teachers as agents of inclusion and social justice

Abstract

Policies around the world increasingly call for teachers to become 'agents of change', often linked to social justice agendas. However, there is little clarity about the kind of competencies such agency involves or how it can be developed in teacher education. This paper draws on theories of teacher agency and inclusive pedagogy to clarify the meaning of teachers as agents of change in the context of inclusion and social justice. Inclusive practice requires the collaboration of teachers and others such as families and other professionals. Agents of change work purposefully with others to challenge the status quo and develop social justice and inclusion. We discuss the possibilities of combining theories of inclusive pedagogy and teacher agency for developing teachers as agents of inclusion and social justice in teacher education. These possibilities include: 1) nurturing commitment to social justice as part of teachers' sense of purpose; 2) developing competencies in inclusive pedagogical approaches, including working with others; 3) developing relational agency for transforming the conditions of teachers' workplaces; and 4) a capacity to reflect on their own practices and environments when seeking to support the learning of all students.

Mainstream Early Childhood Education teacher preparation for inclusion in Zimbabwe

“…The inclusive school movement incepted as an endeavour to create equity in education for children with disabilities and their integration into the school community (Ainscow, 2005;Ballard, 2012;Pantic & Florian, 2015). Inclusion can be viewed as an ongoing process of providing quality education for all while respecting diversity and the diverse needs and abilities, characteristics and learning expectations of the children and communities, eliminating all forms of discrimination (Chhabra, Srivastava, & Srivastava, 2010;Forlin, 2010;Voss & Bufkin, 2011).…”

Untitled

“…implementing teaching practices based on their pedagogical beliefs or needs of their students) (Ketelaar, Beijaard, Boshuizen, & Dan Brok, 2012). This will further undermine their sense of competence and subsequently stunt professional development (Pantić & Florian, 2015).…”

“…Though typically validation may come in the form of aligning one's self with what other members from the same community of practice (CoP) (Trent, 2012;Vähäsantanen et al, 2008), validation may also come in the form of knowing what is practical and beneficial for students (e.g. Hayes, 2010;Liu & Xu, 2011) and knowing ways to transform pre-existing culture and structures to accommodate learning (Pantić & Florian, 2015).…”

“…2, Summer 2017, 292-306 as an act to broker information and champion the cause of NNESTs. Other types of conflict and agency may come in the form of teachers maintaining 'care' amidst curriculum reform , teachers showing vulnerability to develop effective teaching (Kelchtermans, 2005), or teachers' willingness social change agents to promote inclusivity (Pantić & Florian, 2015).…”

Examining Narratives of Conflict and Agency : Insights into Non-Local English Teacher Identity

“…This led to Canagarajah's agentic actions to further educate himself to be a researcher, which expanded his identity as an English teaching professional involved in research concerning the work and lives of non-native English speaking teachers (NNESTs), and subsequently disseminating his studies as an act to broker information and champion the cause of NNESTs. Other types of conflict and agency may come in the form of teachers maintaining 'care' amidst curriculum reform (Lasky, 2005), teachers showing vulnerability to develop effective teaching (Kelchtermans, 2005), or teachers' willingness social change agents to promote inclusivity (Pantić & Florian, 2015).…”