Creating the space of possibility: The dynamics of multiculturalism, neoliberalism, and nationalism in South Korean prospective teachers learning to teach for social justice

This study explores prospective teachers’ experiences of learning to teach social justice with a focus on tensions and dilemmas encountered in the practice of transformative curriculum planning. Findings come from a qualitative case of one social justice-oriented teacher education program in South Korea. Drawing on concepts from transformative learning theory and a theory of hybridity, this study reveals that expansion of neoliberalism interwoven with resilient (ethnic) nationalism can lead prospective teachers to dilemmas in the practice of transformative curriculum planning. However, the space of dilemmas can be transformed into a space of possibility by thoroughly examining and creatively responding to recognized constraints.