“I am Hybrid”: Advancing Social Justice-oriented Initial Teacher Education from Identification and Reflection on Curriculum Ideologies

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César Peña-Sandoval, Virginia Aranda Parra


Curriculum ideologies play a crucial role in discourses and practices of preservice and experienced teachers. While there has been research on how ideological perspectives influence the work of experienced teachers, there is a lack of research about preservice teachers in this area. This research sought to identify the preservice teachers’ curriculum ideologies and to understand how these relate to their conceptions of teaching for social justice in a context characterized by inequality. Data was obtained through an activity called Curriculum Ideology Inventory (88 respondents), and semi-structured interviews with a purposive sample. This took place after the 2019 Chilean Social Outbreak context of social demands for a more just society and a new constitution. Consistent with recent research, the results confirm the predominance of the Learner Centere did eology and the presence of ideological eclecticism in a significant proportion. We high light the emergence of an ideological hybridity between the Learner Centered and Social Reconstruction perspectives. This reinforces the idea that social justice-oriented teacher education should focus on learning within the framework of a critical-emancipatory perspective. In addition, the preservice teachers’ reflections unveil the emotional dimension underlying the irrational, which is scarcely addressed in previous studies. The presence of Scholar Academic and Social Efficiency ideologies is very scarce. Finally, implications for a more socially and culturally relevant initial teacher education are discussed.

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