Educational Justice Praxis and Cultural Competence

Abstract

In this study I investigate how culture, cultural norms, and teachers’ habitus (habits to dispositions) affect the implementation of educational justice praxis (theory and practice) as a response to alleviate the structural inequities faced by ethnic/racial minority students. This study also suggests culturally appropriate educational tools that pre-service teachers can use in their cross-cultural classrooms. Using qualitative methods, I conducted interviews with 12 teachers and teacher educators who work in public schools, nonprofit organizations, and universities in Florida, United States. My findings expose how dominant cultural norms (whiteness), teachers’ habitus (white fragility), and structural problems (racism) help to marginalize ethno-racial minority students and suppress their educational rights. The findings suggest that combating racism, questioning dominant norms/values, and accepting distinct cultural identities should be the components of educational justice praxis.