The case study paradox: a way to engage Colombian teacher educators in exploring the utopia of social justice

Article

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. 37-41. https://doi.org/10.15123/uel.85y63
AuthorsRubiano, Clara
Abstract

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.

KeywordsColombian teacher educators; case study approach; social justice; paradox; utopia; dialogic encounters
JournalResearch in Teacher Education
Research in Teacher Education
Journal citation2 (2), pp. 37-41
ISSN2047-3818
Year2012
PublisherUniversity of East London, Cass School of Education and Communities
Publisher's version
License
CC BY-ND
Digital Object Identifier (DOI)https://doi.org/10.15123/uel.85y63
Publication dates
Print13 Nov 2012
Publication process dates
Deposited13 Nov 2012
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