Teaching for Social Justice: Teacher Educators’ Understanding and Enactment of Critical Pedagogy in Australia

This study explores the intersections of Critical Pedagogy, Initial Teacher Education, and teaching for Social Justice, highlighting its significance in teacher development. Conducted as an interpretative, instrumental case study at an Australian public university, it involved six teacher educators from varied disciplines. Data were collected through observations, interviews and analysis of relevant policy documents. The research investigated educators’ understanding and enactment of critical pedagogy, the influences on their approaches, and its impact on advancing social justice in and through teacher education. Findings reveal that while complex and context-dependent, critical pedagogy can lead to transformative teaching practices grounded in social justice.