Teachers negotiating multiple discourses of equity and social justice in policy and practice: A New Zealand perspective

Concepts of social justice and equity have been a focus of political philosophy and ideas in major democracies of the world, and continue to be addressed in social and educational policy. Debates abollt these concepts form part of the discursive and political context that shapes educational thinking in New Zealand, where there has been a long history of public attention to justice in educational, social, and international policy. Drawing on a recent study of teacher professional knowledge formation, this chapter examines teachers' negotiation of multiple concepts and discourses of equity and social justice in particular contexts. The analysis illustrates how teachers negotiate the juxtaposition of equity policies, contemporary debates about social justice, equality and difference, and the accountability standards that dominate their work. while the focus is on New Zealand, insights contribute to understanding how teachers in democracies build, shape, and sustain commitment to teaching in increasingly multicultural classrooms.