Seventeenth International Conference on Interdisciplinary Social Sciences

Abstract

My research is about the role that initial teacher formation should play to prepare teachers able to contribute to social justice from a critical perspective, understood as a matter of recognition (Honneth, 1995) and lack of institutionalized oppression (Young, 2011). The central aspect of the problem from a critical position is that the culture experienced in the classrooms are part of a hidden curriculum which is a micropolitics issue that every teacher should be conscious about and be able to deal with, to pay attention to those power issues and influences related to lack of recognition or oppression of their pedagogical work. Even though it is an important issue at human level, it is not present as part of initial teacher formation programs. For this reason, I wonder what is the capacity of novice teachers to deal with micropolitical issues at school when start their pedagogical work, and how they explain their preparation in initial teacher formation programs in this dimension.