Justice issues are highly crucial and should be taken into consideration in order to stimulate social sustainable development in society (McKenzie, 2004; Ketschau 2015). At the same time previous research indicates that institutions of teacher education are an important arena for preparing future educators to create deep understanding and help address justice issues in social sustainable development within every day practice and on structural levels (McDonald, 2005; Apple, 2011; Kaur, 2012).

In order, to develop new knowledge about the interrelation between justice, sustainable development and teacher education this contribution introduces a research overview about how justice issues are understood in peer review articles on social sustainability in teacher education.

Frasers’ three-dimensional conception of justice based on the interrelation between the redistribution economic resources, the recognition of cultural differences and the political representation of different groups in society (1995; 1997; 2000; 2010) is used as theoretical starting point for the study.

Quantitative and qualitative thematic text analysis of peer review articles published in scientific journals in ERIC (Education Resources Information Center), Web of Science Core Collection and Scopus databases is used as methodology. The concepts “sustainability”, “sustainable development”, “justice” and “teacher education” are used as keywords for the selection of the articles in these databases. Only articles published in English, Swedish, Spanish or French during the period 2015-2017 are selected. Based on Fraser’s three justice dimensions, the reading of the data focuses on:

• How justice issues are conceptualized in the selected articles?

• Which research methodologies are used to study justice the selected articles?

Focusing on Frazer’s’ theory of justice, the research review introduced in this paper contributes to develop new theoretical starting points for the study of sustainable development in teacher education. The findings contribute to new insights in how the relationship between following fields of research can be grasped: Sustainable development (SD); Education in Sustainable Education (ESD), Research on Justice in Education and Research on Teacher Education

References

Apple, W.M. (2011) Global Crises, Social Justice, and Teacher Education. Journal of Teacher Education62(2) 222–234.

Fraser, N. (1995) From Redistribution to Recognition? Dilemmas of Justice in a 'Post Socialist' Age New Left review 1(212):68-93 · July 1995

Fraser, N. (1997). Justice interruptus: critical reflections on the "postsocialist" condition. London: Routledge.

Fraser, N. (2000). Rethinking Recognition. New Left review 3 May-June 2000-2 p. 107-120

Fraser, N. (2010). Scales of Justice, edited by Nancy Fraser, Columbia University: Press.

Kaur, B. (2012) Equity and social justice in teaching and teacher education. Teaching and Teacher Education 28 (2012) 485e492

Ketschau, J. (2015). Social Justice as a Link between Sustainability and Educational Sciences. Sustainability 2015, 7, 15754 -15771.

McDonald, M. (2005). The integration of Social Justice in Teacher Education. Dimensions of Prospective teacher’s opportunities to learn. Journal of Teacher Education, Vol. 56, No. 5, November /December 2005 418-435

McKenzie, S. (2004). Social sustainability: towards some definitions. Hawke Research Institute Working Paper Series N°27. South Australia: University of South Australia.