The case study paradox: a way to engage Colombian teacher educators in exploring the utopia of social justice
Rubiano, Clara 2012. The case study paradox: a way to engage Colombian teacher educators in exploring the utopia of social justice. Research in Teacher Education. 2 (2), pp. 43-45.
This article discusses the ‘case study approach’ as a research strategy that may facilitate the process of knowledge construction towards teaching for social justice in Colombian teacher education. It considers the case study paradox as a way to engage teacher educators in searching for new ways of seeing and new forms of understanding the utopia of social justice in a country that struggles against adversity. It also analyses the benefits and limitations of case study as a dialogical strategy that may enable teacher educators to explore their personal constructs towards understanding social justice education in order to inform and transform educational practice in Colombia.
|Keywords||Colombian teacher educators; case study approach; social justice; paradox; utopia; dialogic encounters|
|Journal||Research in Teacher Education|
|Research in Teacher Education|
|Journal citation||2 (2), pp. 43-45|
|Publisher||University of East London, Cass School of Education and Communities|
|13 Nov 2012|
|Publication process dates|
|Deposited||13 Nov 2012|
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