Teachers for Social Justice

By Way of a (Proud) Introduction

Abstract

This editorial sets the scene for the special issue “Teachers for Social Justice: Centering Pre-Service Teachers’ Perspectives in Critical English Language Education”. True to the title of the special issue, it centers the voices of the eight pre-service teachers who contributed their valuable research to the collection by introducing their main arguments and findings, establishing connections between the individual contributions, and contextualizing them in the wider landscape of Social Justice (Language) Teacher Education and teacher professionalisation.