Doing social justice differently: reshaping conceptual understandings of social and critical pedagogies

Social pedagogy and critical pedagogy both proclaim to advance social justice by offering different frameworks and principles towards this direction. In this article we aim to explore the potential of an emergent notion of pedagogy that stands at the nexus between social and critical pedagogy and stays responsive to the ever-evolving social justice struggles of each educational context. By applying fluid, counter-hegemonic and deterritorialised lenses to the notion of social justice, we explore pedagogical theory and practice in ways that foreground emergent and participatory strategies capable of reshaping learning environments and opening transformative opportunities within contemporary educational contexts. Our intention is to suggest a deterritorialised-decolonised approach to pedagogical practice, one that could escape moral selectivism and embrace social justice as engaged scholarly and advocacy work grounded in a more interconnected and relational vision of education.