Teaching for social justice in higher education: Reflexive and critical auto-ethnographic narratives of hope, resilience, and change

Government policies increasingly call for educators to teach for social justice. This paper presents autoethnographic narratives about how two higher education teacher educators aspire to teach with a focus on social justice education. This paper supports the role of reflexive and critical reflections of ontoepistemological beliefs in teacher educators' work to give meaning to the wider social contexts, including the neo-liberal hegemonic higher education agendas, influencing their work. The narratives shared in this paper demonstrate how teaching with a social justice focus in higher education is a delicate balancing act, navigating personal beliefs and understandings about justice and inclusive knowledge. Crown Copyright (c) 2023 Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).