<P>Foreword</P><P>Preface</P><P>About the editors and contributors</P><P>List of figures and tables</P><P>Acknowledgements</P><P></P><B><P>Section I. Overview considerations</P></B><P></P><OL><P><LI>How changing global economic models impact on local teacher-education programs<BR><I>Sarah Gravett and Carmel McNaught</LI><P></P></I><P></P><P><LI>Teacher professional development in sub-Saharan Africa: Equity and scale<BR><I>Björn Haßler, Gemma Bennett and Kalifa Damani</LI><P></P></I><P></P><P><LI>Open educational resources, technology-enabled teacher learning and social justice<BR><I>Betty Ogange and Alexis Carr</LI><P></P></I><P></P><P><LI>Social justice: Do not wait for prosperity<BR><I>Hans Dembowski</LI><P></P></I><P></P><B><P>Section II. Initial teacher education</P></B><P></P><P><LI>Promoting social justice in teacher education through an education excursion<BR><I>Jacqueline Batchelor and Memoona Mahomed,</LI><P></P></I><P></P><P><LI>Addressing issues of food security in a service-learning gardening project<BR><I>Nadine Petersen, Jeremiah Maseko, Koketso Nthimbane and Simone Cancelliere</LI><P></P></I><P></P><B><P>Section III. Teacher development</P></B><P></P><P><LI>A linked Participatory Action Learning and Action Research (PALAR)-Life-Design (LD) model to promote teacher agency in challenging contexts<BR><I>Rubina Setlhare</LI><P></P></I><P></P><P><LI>The role of teacher development programmes in promoting and sustaining social justice<BR><I>Dennis Mlandelwa Sinyolo</LI><P></P></I><P></P><P><LI>Moderating epistemic injustice in teaching: A case study of the role of teaching assistants<BR><I>Mary McAteer and Lesley Wood</LI><P></P></I><P></P><P><LI>The Sandbox project: Developing competencies for a changing world in South African schools<BR><I>Sarah Gravett and Shirley Eadie</LI><P></P></I><P></P><B><P>Section IV. Curriculum aspects</P></B><P></P><P><LI>Critical perspectives on language as a social justice issue in post-colonial education system in higher-education institutions<BR><I>Nokhanyo Mdzanga and Muki Moeng</LI><P></P></I><P></P><P><LI>Music as a pathway to social justice<BR><I>Susan W. Mills and Juliet Perumal</LI><P></P></I><P></P><P><LI>A pragmatic approach to assessment in a time of crisis<BR><I>David M. Kennedy & Geoffrey Lautenbach</LI><P></P></I><P></P><P><LI>Where to from here?<BR><I>Sarah Gravett and Carmel McNaught</LI><P></P></OL></I><P></P>