Abstract
This chapter highlights pedagogical practices developed as educators teaching the unit of study ‘Global Perspectives, Poverty, and Education’, and places discussions of social justice in global education contexts. This unit was conceived at multiple conceptual and geographical levels, paying specific attention to global power imbalances and concomitant dynamics that affect students across varying contexts. A primary purpose is to expose higher education students—particularly pre-service teachers—to conceptions of social (in)justice across diverse contexts. These include changing demographics, for example relating to asylum and migration; deepening inequality within and between nations; discrimination within education and policy processes and structures; multiple inequities and poverty. Through close consideration of located assumptions, students’ and our own, the chapter problematises tacit understandings of ‘social justice’ using global and multi-level frames.
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McCormick, A., Thomas, M.A.M. (2019). Teaching Undergraduate Comparative and International Education: Pedagogy, Social Justice and Global Issues in Education. In: Freebody, K., Goodwin, S., Proctor, H. (eds) Higher Education, Pedagogy and Social Justice. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-26484-0_9
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