Abstract
This chapter draws on Conrad Hughes’ (Understanding prejudice and education: The challenge for future generations. London: Routledge, 2017) framework to critically consider how teaching moments can be drawn together to enact social justice in the classroom. The chapter draws on four aspects of Hughes’ framework—understanding beyond the other, critical thinking, metacognition, and empathy. The author questions each, exploring their position and potential for creating little changes to how students understand and act on and with the world. In this chapter, Freebody brings together concepts from the previous chapters to extend and enhance Hughes’ framework.
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Freebody, K. (2019). Frameworks for Social Justice in Teacher Education: Moments of Restless Sympathy. 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_14
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