Abstract South African universities are currently tasked to consider how best to prepare students for working not only in a context of diversity but also in one of continuing segregation and inequality. We need to take into account people’s understandings, and the need to involve dialogue as they manoeuvre through entangled discourses. However, engaging with discourses of justice in South Africa necessitates engaging with the past, specifically apartheid, which many find discomforting. Based on Nancy Fraser’s work on participatory parity, the aim of this article is to present thoughts on how English Language Education pre-service teachers at a university in Johannesburg, in their final year of study, engage with notions of justice through the lens of parity, and how this is later enacted in moments of their teaching during their seven-week work practice teaching experience. Themes of resistance, pain, and discomfort emerge from interviews, as the teachers negotiate silences and visibility. These ideologies, however, are not always present in their teaching.

中文翻译：

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纠缠的话语：职前教师参与正义和平等的概念

摘要 南非大学目前的任务是考虑如何最好地让学生不仅在多样性的背景下工作，而且在持续的隔离和不平等的背景下工作。我们需要考虑人们的理解，以及在他们通过纠缠的话语进行操作时进行对话的需要。然而，参与南非的正义话语需要参与过去，特别是种族隔离，许多人觉得这令人不安。基于南希·弗雷泽 (Nancy Fraser) 在参与式平等方面的工作，本文的目的是提出关于约翰内斯堡一所大学的英语语言教育职前教师在学习的最后一年如何通过平等的视角参与正义观念的想法, 以及在他们为期七周的工作实践教学经验中，这后来如何在他们的教学时刻制定。随着教师协商沉默和可见度，面试中出现了抵抗、痛苦和不适的主题。然而，这些意识形态并不总是出现在他们的教学中。