THE ISSUE OF SOCIAL JUSTICE IN EDUCATIONAL PRACTICES AND THE ROLE OF TEACHERS IN TODAY’S SCHOOL: A STUDY OF TEACHERS’ DISCOURSE FACED WITH THE CHALLENGE OF MIGRATING
Authors:
Evmorfia Kipouropoulou
Abstract:
This paper is mainly exploring primary school teachers’ discourse about immigrant children inclusion in Greek schools. More specifically it focuses on how teachers construct their discourse while talking about refugee and immigrant students expressing their view regarding the issue of social justice in educational practice. Social justice is a precondition for inclusive education. Within the framework of the application of social justice in the school system, teachers need to be interculturally sensitized, to know themselves and to be open to difference and change and act as agents of inclusion and social justice. Teachers who composed the research sample, while referring to social justice, express the principles of equality, equal educational opportunity, access to educational necessities, respect of different cultural provenance, empathy and collaboration with parents. Twenty-five interviews were conducted and have been initially analyzed using Critical Discourse Analysis techniques.