Growing social justice educators: a pedagogical framework for Social Justice Education

Premised on the basis that we all need to unlearn our socialisation from within an oppressive society as we develop ourselves as instruments for social justice, this article presents a framing model for facilitating the growth and development of educators into being/s for social justice. The model emerges from reflexive research on work with in-service educators in South Africa. The article focuses on what has been called the Trajectory Model. The model is contextualised briefly in relation to relevant literature and our work in a community of practice as social justice educators, before going on to a more detailed discussion of some of the component parts. Some conclusions are drawn from reference to experiences of working with the model in research and pedagogical praxis.