Abstract
The intellectual exercise of social justice invokes the passion, the courage, and the spirit of human potential for a just, open world. A discussion on social justice is best captured in stories of individuals who can bear witness to their own lived realities of dichotomies such as liberty and oppression; inclusiveness and exclusion; or collaboration and isolation. Their stories mirror the meaning that individuals attach to social justice but not necessarily how social justice is interpreted in their societies. Nevertheless, when the ills of society affect not only one or more sectors of society but threatens the mere structure of the dominant society or its survival, then there is a shared “lived reality” of broader social dichotomies such as dictatorship and democracy, egalitarian and repressive governments; prosperity and famine; peace and war; and others.
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Johannessen, B.G.G. (2010). Pedagogical Ethics for Teaching Social Justice in Teacher Education. In: Zajda, J. (eds) Globalization, Education and Social Justice. Globalisation, Comparative Education and Policy Research, vol 10. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-3221-8_1
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