Pedagogical Possibilities

Abstract

This article examined narratives of social justice educators in order to ascertain personal and professional experiences that shaped and prepared them to engage in social justice education. Eight social justice educators participated in the study. Qualitative research methods were employed in order to get a deeper understanding of what propelled these educators to teach for social justice. Interviews and documents were the main sources of data. Findings of the study revealed that becoming a social justice educator is a multidimensional process anchored by critical consciousness. The results of the study provide lessons on how teacher education programs can better prepare students to educate for social justice.