PREPARING TRANSFORMATIVE EDUCATORS: INTEGRATING GENDER EQUITY AND SOCIAL JUSTICE IN TEACHER EDUCATION

Abstract

This chapter argues for a major transformation of teacher education programmes to effectively promote gender equity and social justice. It emphasizes that these values should not be treated as optional “diversity” topics but integrated throughout the curriculum and field experiences. The chapter highlights the important role of teachers as socializing agents and addresses the continuing inequalities faced by students with diverse and intersecting identities. It critiques traditional teacher education for its fragmented approaches, superficial treatment of social issues, and limited focus on critical reflection and inclusive practice. Drawing on theories such as intersectionality (Crenshaw, 1989), critical pedagogy (Freire, 1970), and culturally sustaining pedagogy (Paris, 2012), the chapter proposes a transformative framework for integration. Practical strategies are suggested for embedding gender equity and social justice into foundational courses, teaching methods, and fieldwork through activities like critical curriculum analysis, gender-just pedagogy, and equity-focused observations. The chapter also discusses implementation challenges, including faculty preparation, resistance, and maintaining programme coherence. It concludes that only through comprehensive restructuring can teacher education prepare teachers to create inclusive, equitable, and socially just learning environments for all students.