Social Justice Teacher Education in Latin America for a Post-COVID-19 World: A Systematic Review

This article delves into the transformative impact of the COVID-19 pandemic on social justice teacher education (SJTE) in Latin America, a region marked by deep-seated educational inequalities exacerbated by the global health crisis. The systematic review maps out the theoretical frameworks and empirical knowledge produced by Latin American scholars, identifying key research foci, predominant theoretical approaches, and regional findings. It explores how the pandemic has compelled educational systems to adapt rapidly, reformulating teaching processes and addressing long-standing issues of social origin, economic status, geographic location, ethnicity, gender, and migratory status. The article highlights the rich diversity of cultures and educational systems in Latin America, which align with guidelines from the Organisation for Economic Co-operation and Development (OECD) and the United Nations, emphasizing holistic student development and literacy in language and mathematics. Despite ranking lower on international standardized assessments, Latin American countries have implemented teacher education accountability policies, attributing outcomes to perceived teacher quality. The article underscores the historical demand for education as a social right, integrating conceptual frameworks of social justice, equity, inclusion, gender, interculturalism, and plurilingualism. It examines the challenges posed by the pandemic, such as increased dropout rates among disadvantaged students and the need for schools to become spaces of social protection and educational inclusion. The review also discusses the importance of preparing teachers to engage with contextual issues like diversity, interculturality, identity recognition, and migratory processes, essential for the integral development of students. By centering situated and relevant teaching processes, SJTE frameworks offer tools for addressing these challenges, preparing teachers to recognize and disrupt hegemonic structures that hinder student learning, particularly in marginalized communities. The article provides a comprehensive overview of the current state and future directions of social justice teacher education in Latin America, offering valuable insights for educators, policymakers, and researchers seeking to understand and address the unique challenges and opportunities in the post-COVID-19 educational landscape.