Author: Dr. Sarbani Sinharay
DOI Link: https://doi.org/10.70798/PP/020300014
Abstract: Teacher education is increasingly recognized as a crucial site for addressing issues of equity and social justice in contemporary education systems. This study critically reviews the role of teacher preparation in equipping educators to respond to diverse classrooms shaped by caste, class, gender, language, disability, and rural–urban disparities. Drawing on theoretical perspectives such as critical pedagogy, culturally relevant teaching, and democratic education, the paper examines how teacher education can move beyond technical training to foster critical reflection and social transformation. Globally, teacher education for social justice manifests in varied contexts, from multicultural education in the United States to intercultural competence in Europe and community-based approaches in the Global South. In India, policies such as the Right to Education Act (2009), the National Curriculum Framework for Teacher Education (2009), and the New Education Policy (2020) emphasize inclusivity; however, challenges persist due to curriculum limitations, faculty preparedness, structural inequities, and policy–practice gaps. This review underscores the need to reorient teacher education as a transformative process that empowers educators to challenge exclusionary practices, embrace diversity, and advance democratic ideals. Ultimately, the study argues that socially just teacher education is essential for creating inclusive classrooms and building equitable societies.
Keywords: Teacher Education, Equity and Social Justice, Critical Pedagogy, Inclusive Education, Educational Reform.
Page No: 107-113